This document describes the trends in statewide assessment programs. It is based on surveys conducted for the Council of Chief State School Officers. Assessment directors from the 50 states were asked to provide information about the current state of assessment programs and to describe how the programs have changed over the past 6 years, including…

In 1998, the Stanford Achievement Test Series, Ninth Edition, Form TA (Stanford 9) was administered to Virginia students in grades 4, 6, and 9 as the norm-referenced component of the Virginia State Assessment Program. As in the previous year, from 93 to 96% of Virginia's students took the Stanford 9, although the first administration was taken by…

To raise the achievement of every student, Maryland designed "Achievement Matters Most," a plan for public schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. Achievement Matters Most is based on the work of the Visionary Panel for Better Schools and also includes the requirements of…

This document, which is a checklist, was designed for use by a state team to conduct a preliminary self-analysis of the state?s system of standards and assessments. The checklist is organized into the following sections: (1) Content Standards; (2) Academic Achievement Standards; (3) Overview of the Statewide Assessment System; (4) Technical…

Independent study and credit by examination leading to the baccalaureate degree may enable institutions to meet increasing costs, open enrollments, continuing education and other current challenges. (Editor/IR)

New Jersey Education Association policy regarding testing is presented. The policy recognizes the need of teachers, students, parents, and other decision-makers for continuous and comprehensive evaluation and diagnosis of student progress, but opposes the use of tests for denying opportunities, allocating school funds, evaluating teachers or…

Dr. Saul Cooperman, newly appointed Commissioner of Education in New Jersey, discusses his views on state aid cuts; the "Thorough and Efficient" Law, formally known as the Public School Education Act of 1975; paper work, urban education, good schools, and other issues facing New Jersey public education. (Author/LC)

The author discusses the Michigan Educational Assessment Program (MEAP), with emphasis on mathematics. Topics discussed include: tests and reports, uses of results, effects on curriculum, local control, and the future of Michigan's mathematics assessment. (MK)

Proposed an accountably model that addresses the challenges of allowing school districts to choose the specific strategies they use to measure student performance and evaluated this model using data from multiple sources for all school districts in Florida. Findings identify three strategies that would be useful for this type of accountability…

An A-level General Studies candidate expresses frustration that questions in the administered examination have little relevance for environmental issues. Argues that the General Studies category is a good fit for environmental studies as students could better apply concerns about environmental issues through the broadening experiences afforded by…

Studied longitudinal changes in performance at both the student and school district level in major content areas of a widely used norm-referenced grade-level testing program. Used data from grades 3 to 4 and from 7 to 8 of the Iowa Tests of Basic Skills (in Iowa). Reports descriptive statistics and empirical norms and reliability estimates for…

This book summarizes the evaluation by the Committee on the General Aptitude Test Battery (GATB) of the National Research Council of the U.S. Employment Service's use of the GATB. The book serves professional users, policymakers, and students of psychometrics because of its clear and concise review of important issues. (SLD)

Statewide achievement testing programs in public schools are examined from a historical perspective over 150 years. Written tests, standardized tests, intelligence tests, and test batteries are considered. A survey of present programs demonstrates a wide variety that is attributable to the ad hoc origins of these programs. (SLD)

It is suggested that some of the technology applied to state Scholastic Aptitude Test scores to measure states' educational performance (particularly use of a truncated Gaussian model) may make it possible to adjust National Assessment of Educational Progress (NAEP) scores to make inferences about state educational progress possible. (SLD)

Advocates the testing and placement of incoming college students, arguing that students need access to information on their personal attributes and institutional options. Identifies criteria to be considered in selecting placement tests and making placement decisions. Offers suggestions for creating a systematic placement process. (DMM)