The National Assessment of Educational Progress (NAEP) program is a series of periodic assessments administered nationally to samples of students and designed to measure different content areas. This article describes a multi-year study that focused on the breadth of the development, administration, maintenance, and renewal of the assessments in…

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…

The testing sub-program is designed to provide the diagnostic instruments necessary to measure pupil progress through the Individually Prescribed Instruction (IPI) curricula. Its objectives are to provide information about pupils which teachers can use to direct each child's individual learning program, to provide the measurements necessary for…

Local educational agencies and county office staff are provided with information and specific guidelines on the development, maintenance and evaluation of local district testing programs. This manual contains New Jersey approved criteria for local testing programs, a step-by-step presentation of methods for planning, designing and evaluating…

This document traces the development of the testing and reporting system used in the Elkhart Community Schools (ECS), Indiana, from 1981 through 1985. Performance objectives were established when the program was initiated. Analyses of standardized test results were provided for teachers, principals, and central administrative staff. All school…

The Eindtoets Basisonderwijs (final primary school test) is a Dutch national achievement test taken annually by 90,000 pupils. This article overviews the Dutch educational system and describes this testing program, emphasizing test equating methods. Evaluation findings from 1980 and resulting changes in test content and evaluation reports are also…

Basically, test directors have four systemwide and building level responsibilities: (1) planning, administration and evaluation of standardized testing programs; (2) application of measurement and evaluation to school problems; (3) classroom testing and evaluation; and (4) external testing programs. In a series of brief memos, measurement and…

The speeches presented at the second national conference on testing deal with models for program evaluation, reporting of test results, minimum competency programs, and the role of state and federal government in educational testing. Various approaches to program evaluation, and its relationship to testing are described by Michael Scriven, Lee J.…

The New Hampshire statewide testing program was implemented to provide a data base for the evaluation of the effectiveness of Title I projects as required by Federal law. To accomplish this objective, achievement and intelligence tests were administered to children in Title I projects and regular programs in four elementary grades--2, 4, 6 and 8.…

The purposes for which test data should be used were described as: test should provide a learning experience for the child taking the test, the teacher giving the test, and the parents of the child. It should also provide information useful to school administrators, school boards, and state and national educational agencies. The state-mandated…

After outlining the goals, budget, and personnel of the research and evaluation branch of the Dallas Independent School District, the results of 150 program evaluations are summarized and interpreted. Most evaluations are based on achievement gains as measured by standardized achievement tests. Results are often analyzed by district, subdistrict,…

The testing program of the Royal Oak (Michigan) School District was examined and evaluated under agreement of the Royal Oak Teachers Association and the Administration of the Royal Oak School District. A committee was formed of people knowledgeable of the program and/or specialists in evaluation and testing. This study represents two days of…

Testing program directors from approximately 100 randomly selected school districts in Ohio reported their perceptions of the testing competencies most needed to successfully manage their standardized testing programs and of the perceived value of their university training in developing these competencies. It was found that competencies associated…

Traditionally, tests administered in the Fremont, California Unified School District were selected by administrators at the district office level. For this practicum, a district selection committee, composed of certificated staff on all levels, reviewed and selected tests to be administered within the district. Testing workshops were conducted for…