Results are presented for the 1985-86 administration of achievement tests in the Atlanta (Georgia) Public Schools. The following norm-referenced, standardized tests were administered: California Achievement Tests (CAT) in kindergarten; Iowa Tests of Basic Skills (ITBS) in grades 1 to 8; and Tests of Achievement and Proficiency (TAP) in grades 9 to…

This resource guide was designed for teachers and administrators in Arizona school districts to assist them in preparing functional and meaningful programs of student achievement testing. The format of the guide is based on fundamental questions often posed by educators regarding norm-referenced and criterion-referenced testing. Particular…

A survey was conducted of achievement testing practices in the intermediate and senior divisions of French-language Ontario schools. Grades 7-8 and grades 9-10 were discussed separately. Department heads, administrators, and board of education members were interviewed concerning the availability and curricular validity of the French-language…

Specifying the purpose and uses to be made of a test prior to administration is of paramount importance when one considers the time administrators and teachers spend on selecting, developing, administering and scoring tests and the amount of student time required to complete the tests. Determination of how test results will be used should be made…

The relationship between the Instructional Process, Instructional Objectives, and Assessment Tasks, identified at the School City of Gary, Indiana, necessitate an effective testing program. Four characteristics perceived crucial to a sound program were: (1) The program should be continuous, (2) The testing program should be comprehensive, (3)…