This paper examines the utilization of construct validity in formative assessment for classroom-based purposes. Construct validity pertains to the notion that interpretations are made by educators who analyze test scores during formative assessment. The purpose of this paper is to note the challenges that educators face when interpreting these…

"Accountability" and "assessment" are terms that are frequently misused and misunderstood. This document is intended to stimulate conversations about assessment of and accountability for student learning, to raise assessment issues that may prevent improved student learning, and raise awareness about the relationship between assessment and…

While studying testing programs in juvenile incarceratory facilities, the authors found that there may be racial bias in the tests, test items, and in the interpretation of the tests. This article presents new data that have emerged from their original study. The focus is on performance on standardized norm-referenced tests. (CT)

Comments on the strengths and weaknesses of the reading portions of the California Achievement Tests. (JT)

The valid interpretation of international testing program results in mathematics and science must recognize inherent limitations to international comparisons, and should give opportunity-to-learn as much importance as achievement data. Canadian test results, looked at in this light, appear better than some critics have suggested. (Author/SLD)

The 1981-82 System-Wide Testing Program (SWT) introduced the initial administrations of the Assessment of Baseline Curriculum Survey and the Language assessment scales. The Basic Objectives Assessment Tests, the Texas Assessment of Basic Skills, and District-adopted, norm-referenced tests were continued as implemented in previous years. The…

Specific recommendations are made concerning the circumstances under which the benefits of out-of-level testing outweigh the problems associated with it. Topics explored are: various methods for deciding when a set of test scores is invalid and the utility of these methods for local evaluators, the accuracy of vertical scaling, and the usefulness…

Incidents affecting the implementation of large-scale testing programs are described to illustrate associated problems. Issues addressed include creation of test materials, preparation of answer documents, transportation of test materials, scoring and analysis of tests, and dissemination and utilization of test results. (TJH)

The National Assessment of Educational Progress (NAEP) was initiated in the mid-1960's to collect student achievement information over time and describe the data in ways meaningful to the nation's educational and civic leaders. This work presents the Florida perspective on how NAEP can be improved to aid educational decision-makers in the…

The validity of criterion-referenced interpretations of the proficiency scales of the National Assessment of Educational Progress (NAEP) is discussed. A major goal of the NAEP scales is to describe student achievement in specific content areas from grade 3 (age 9 years) through grade 11 (age 17 years). The numerical values for NAEP scales are…

The scales of the National Assessment of Educational Progress (NAEP), as constructed, do not yield meaningful criterion-referenced interpretations. Poorly defined NAEP goals and the present knowledge base do not allow the measurement of what examinees can and cannot do. Inappropriate interpretations of NAEP data are discussed, with specific…

In 1982 the Dade County Public Schools (Florida) began developing test item banks for secondary subject areas, because other testing programs have limited utility for assessing the quality of curriculum, instruction, or learning in specific content areas. In May l984, the approximately 17,000 seventh graders enrolled in Life Science and the…

During the 1982-83 school year, the California Achievement Test (CAT) was administered to students attending Montgomery County (Maryland) Public Schools (MCPS) in grades 3,5,8 and 11. This report describes and displays the county-wide and school test results which are further broken down by racial/ethnic group and sex. An analysis of the data…

This study was undertaken to develop guidelines for making interpretive inferences from scores on the Test of English for International Communication (TOEIC), a norm-referenced test of English-language listening comprehension (LC) and reading (R) skills, about level of ability to use English in face-to-face conversation, indexed by performance in…

Designed for parents of kindergarten and elementary school children in Austin, Texas, this brochure explains the structure and function of the Iowa Tests of Basic Skills. A question and answer format is used to provide information on the scope and purposes of the tests, grade level differences in testing, meaning and accuracy of the scores, and…