Studied the stability of rater severity over an extended rating period by applying multifaceted Rasch analysis to ratings of 16 raters of writing performances of 8,285 elementary school students. Findings cast doubt on the practice of using a single calibration of rate severity as the basis for adjustment of person measures. (SLD)

Discusses the plaintiffs' arguments, the state's responses, and the specific findings in the context of major themes of "GI Forum v. Texas Education Agency," which found that the Texas graduation test was valid and reliable and met applicable professional standards, including motive and opportunity to learn. (SLD)

Draws seven conclusions for professionals who administer state assessment programs from the "GI Forum V. Texas Education Agency" ruling. These conclusions are grouped into observations about test development and observations about test use. Discusses some implications for test use in other states. (SLD)

Discusses the implications of the "GI Forum v. Texas Education Agency" (2000) decision supporting the use of the Texas Assessment of Academic Skills for other state assessment programs. Notes that the legal success of the state test in Texas was not due merely to good fortune, but to the test's adherence to legally defensible principles.…

Studied the impact of experience scoring the Maryland School Performance Assessment tasks on teachers' instructional and classroom assessment practice. Interview data, questionnaires, classroom observation, and classroom artifacts from approximately 5 teacher-scorers demonstrated that teachers' appropriation of performance-based instruction may be…

Describes a program used by two New Jersey educators to help teachers understand and use their state's standards and test specifications to improve classroom instruction and raise achievement. Suggests it is important for teachers to understand the entirety of each subject and where state test content fits within each area so that they can align…

The Department of Educational Measurement and Evaluation (DEME) of the National Council of Educational Research and Training (NCERT), New Delhi, India prepared a scheme of assessment for primary classes based on the concept of continuous and comprehensive evaluation. This scheme was finalized by an expert group before actual tryout. Primary…

We evaluated computerized training and testing programs with children who were having difficulties learning prereading skills. The programs were derived from equivalence research and were written in authoring software designed for educators. After learning to match uppercase and lowercase printed letters to the corresponding letter names (Tasks 1…

Science teachers nationwide share many of the same aspirations and challenges, such as the increasing pressure to improve students' test scores. No Child Left Behind (NCLB) requires each state to create academic standards and proficiency levels in math, reading, and science that all students must meet by 2014. A testing program to assess…

Reanalyzed data evaluated by A. Amrein and D. Berliner, using a comparison group of states that did not attach consequences to their statewide tests. States that did attach consequences outperformed states that did not, showing meaningful carryover from attaching consequences to statewide testing. (SLD)

Reanalysis of data from the National Assessment of Educational Progress continues to support the position that high-stakes tests do not do much to improve academic achievement. Data indicate that the extent to which states with high-stakes tests outperform those without remains indeterminable. (SLD)

This paper discusses whether music educators should push for national testing of music students. The National Assessment of Educational Progress (NAEP) did test music students in 1997. Even though the results of that test did not indicate students were very accomplished, there was a general feeling that at least NAEP and the nation recognized…

The Iowa Tests of Basic Skills (ITBS), here summarized for administrators, are intended to provide information about the skills development of individual students and about relative strengths and weaknesses of the instructional program. The ITBS represents the first comprehensive elementary school and secondary school statewide testing program in…

The equity of a national examination system using authentic assessments is discussed from technological and historical perspectives. Testing is, in fact, a technology embedded in sociotechnical systems such as education, government, and business. The historical perspective is important because it provides lessons for present policy. The first…

Since 1989, the Texas Education Agency has reported selected results from the Scholastic Aptitude Test (SAT) and the American College Testing (ACT) Program's original and Enhanced ACT Assessment for prior year graduating seniors. This fourth annual report presents data for the 1990-91 graduating class. Score data from these examinations are…