Test security has increased in importance in the last few years given high-profile cases of educator misconduct. This paper provides a review of state test security statutes and regulations related to statewide achievement testing using as a framework recent best practices reports by the U.S. Department of Education's National Center for Education…

This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 Common Core English Language Arts (ELA) and Mathematics 2016 Operational Tests. This report includes information about test content and test development, item (i.e.,…

This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 Common Core English Language Arts (ELA) and Mathematics 2015 Operational Tests. This report includes information about test content and test development, item (i.e.,…

This chapter introduces theory that undergirds the role of testing adaptations in assessment, provides examples of item modifications and testing accommodations, reviews research relevant to each, and introduces a new paradigm that incorporates opportunity to learn (OTL), academic enablers, testing adaptations, and inferences that can be made from…

This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 Common Core English Language Arts (ELA) and Mathematics 2014 Operational Tests. This report includes information about test content and test development, item (i.e.,…

The No Child Left Behind Act sanctions the use of NAEP scores to confirm state testing results. The U.S. Department of Education, as test developer, is responsible to set forth how NAEP scores are to be interpreted and used. Thus far, the Department has not published a clear set of guidelines for using NAEP achievement level scores to conduct a…

ACT maintains that monitoring academic strengths and weaknesses through the effective use of results from standardized tests can promote learning and intellectual growth. When schools use achievement test scores to guide curriculum choices and to provide feedback to students, opportunities for learning increase. The ACT Educational Planning and…

A DISCUSSION OF TEST VARIABLES AND THE TESTING PROGRAM OF THE PROJECT WAS INITIALLY PRESENTED IN THIS DOCUMENT. CAUTION WAS PARTICULARLY EMPHASIZED IN THE INTERPRETATION OF RESULTS USING STANDARD ACHIEVEMENT TESTS WITH SUBJECTS FROM THE MODESTO MULTI OCCUPATIONAL PROJECT. RECOMMENDATIONS FOR IMPROVED PROGRAM EVALUATION INCLUDED ADDITIONAL…

Use of the Rasch model for vertical equating of tests is discussed. Although use of the model is promising, empirical results raise questions about the adequacy of the Rasch model. Latent trait models with more parameters may be necessary. (JKS)

Using achievement tests to hold students and schools accountable seems an obvious idea. Students come to school to learn. Tests show which students, in which schools, are meeting learning standards and which are not. Those students and schools that are falling short should be held accountable. Of course, the rationales for accountability testing…

This case study of the Austin Independent School District describes how the philosophy and staffing of a testing program can work together to produce effective results with highly efficient use of student time and minimal clerical burden on teaching staff. (Author)

This test administration plan sets forth the terms and conditions governing the administration of the College Level Academic Skills Test (CLAST), an instrument designed to measure the achievement of the communication and computation skills expected of all students by the time they complete their sophomore year. CLAST scores are required of all…

It is suggested that funders revise the manner in which accountability is determined regarding both program superiority and the way in which special school programs are evaluated. In any alternative mode of showing accountability, preoccupation with dollars and amount learned should not take precedence over humaneness in the classroom. (Author)

The testing manual for middle and secondary schools of the School City of Gary is provided. The manual is divided into five parts: (1) rationale of the citywide testing program--selection and classification decisions, evaluation of treatments and verification of hypotheses, selection of tests, and general testing principles; (2) preparation for…