The National Assessment of Educational Progress (NAEP) is an integral measure of academic progress over time. It is the largest nationally representative and continuing assessment of what our nation's students know and can do in various subjects such as civics, mathematics, reading, science, technology and engineering literacy, U.S. history, and…

Testing and data integrity on statewide assessments is defined as the establishment of a comprehensive set of policies and procedures for: (1) the proper preparation of students; (2) the management and administration of the test(s) that will lead to accurate and appropriate reporting of assessment results; and (3) maintaining the security of…

Focuses on the discussion of whether "none of the above" (NOTA) questions should be used on tests. Discusses a study in which a protocol analysis was conducted on written statements of examinees while answering NOTA items. Explains that a multiple-choice test was given to university students finding that NOTA options seem to be more attractive.…

Describes a study of multiple-choice and open-ended questions, each presented in the native language and in the second language, on the same second language text. Different methods resulted in different scores. Some methods were found to be more difficult than others and to have a greater effect on students of low-level proficiency. (SED)

Standards for evaluating criterion-referenced tests are presented. Twenty-one standards, grouped in three categories, are discussed. Category one is defined as measurement properties and is comprised of conceptual validity, including description of the domain, test item agreement with objectives, and item representativeness of the objectives; and…

The Ohio Vocational Achievement Tests are specially designed instruments for use by teachers, supervisors, and administrators to evaluate and diagnose vocational achievement for improving instruction in secondary vocational programs at the 11th and 12th grade levels. This guide explains the Ohio Vocational Achievement Tests and how they are used.…

This report summarizes the results from two studies. The first assessed the comparability of scores derived from linear computer-based (CBT) and computer adaptive (CAT) versions of the three Graduate Record Examinations (GRE) General Test measures. A verbal CAT was taken by 1,507, a quantitative CAT by 1,354, and an analytical CAT by 995…

Rudman and colleagues (1980) deplored the paucity of descriptive information relative to teachers' test use patterns. The present study addresses the abundant prescriptive, and lack of descriptive information concerning teacher testing. A mailed survey procedure gathered testing practice information from elementary and secondary South Dakota…

Explores the sources of beliefs about science-technology-society topics and investigates the degree of ambiguity harbored by four different response modes, such as Likert-type, written paragraph, semistructured interview, and empirically developed multiple choice. Finds that mass media have a greater impact than science classes. (Author/YP)

Discusses teachers' responses to a survey on teacher competency testing. Describes Georgia's competency test and its results. Investigates the use of classroom performance as a test factor. Presents Georgia's test development process. (MLV)

A review of the basic information on intelligence testing as a schooling practice is presented, including a discussion of what intelligence is and three psychological approaches to studying intelligence (psychometric, behavioristic, and developmental). All intelligence tests derived from the psychometric approach are standardized and…

This paper offers college teachers guidelines for improving their teacher made tests. It notes that teachers may focus on how well students have learned course objectives while being unaware of how the testing process itself contributes to the results obtained. The paper reports the results of a test-taking workshop designed to improve college…