This framework document describes the content and format of the National Assessment of Educational Progress (NAEP) mathematics assessments of 1996, 2000, and 2003. Five content strands are discussed in the NAEP mathematics assessment: (1) number sense, properties, and operations; (2) measurement; (3) geometry and spatial sense; (4) data analysis,…

This book is designed to help students become better test takers. It helps them feel more confident and less stressed before, during, and after the test. Section 1, "Tests? Blech!" discusses why it is necessary to test students. Section 2, "Test SOS," presents test-taking hints; top secret information about tests and student behavior during tests;…

Analysis of student achievement data following the introduction of graphics calculators to tertiary entrance examinations in mathematics in Western Australia suggests the possibility of an equity problem between the sexes in their usage. While males out-performed females in a number of categories, the most conclusive evidence emerged in questions…

The purpose of the Idaho Direct Mathematics Assessment (DMA) is to measure Idaho students' mathematical problem-solving skills, including their ability to apply basic skills to problem-solving situations as stated in the Idaho Achievement Standards document. Problem solving is valued as an essential tool for success in a complex, modern world. The…

The Federal Court decision in the Griggs case may lead to fundamental changes in test practices. (Author)

A group of 44 undergraduates was administered the Personal Orientation Inventory under different instructions to fake good'' toward two expectations. Results indicated that scores were significantly affected in the hypothesized directions. Earlier findings about the effect of dissimulation on PO1 scores were equivocal and conclusions expressed…

The present study was an attempt to investigate the specific form of the relationship of persistence to academic performance, with a consideration of the information-processing value of persistence. (Author)

After attending a rural compensatory preschool for 5 half days a week over 1 year, Australian aboriginal and white disadvantaged children, 5 to 6 years of age, showed substantial gains on tests of vocabulary, auditory association, grammtic closure, and operational thinking, and were later assessed in a followup study. (Author/MC)