The connection between length of school day and time allocated to 10 school subjects and scores for grade 6 in reading, writing, and mathematics was studied for 1,030 schools in the 1982 California Assessment Program. More time for science and mathematics and a longer school day correlated with higher test scores in all subjects. (SLD)

Looks at school-based assessment within a norm-referenced framework which replaced external examinations for all year levels of high school in Queensland (Australia) beginning in 1973. Suggests that changes have made little advance, have used an enormous amount of resources, but have acted as an impetus to examine assessment and curriculum. (PK)

Reports on the seventh grade and eleventh grade results of the fourth mathematics assessment of the National Assessment of Educational Progress. Addresses students' performance on variables and relations, geometry, fundamental methods of mathematics, and attitudes. (PK)

Argues that tests should be used to improve instructional programs. Specific suggestions include the study of reports on test performance, item analysis on classroom tests, item analysis as a part of standardized test reports, use of diagnostic or inventory tests, and careful selection of test items. (PK)

Technical high school students in Japan were given a test of consumer mathematics and items from the National Assessment of Educational Progress (NAEP). Expectations of students' scores were predicted by their teachers and by corporate employers. Scores were quite high and were higher than comparative NAEP data. (GDC)

To identify broad classes of items on the Scholastic Aptitude Test that behave differentally for handicapped examinees taking special, extended time administrations, the performance of nine handicapped groups and one nonhandicapped group on each of two forms of the SAT was investigated through a two-stage procedure. (Author/LMO)

Charter schools--public schools that are exempt from many of the procedural regulations that apply to regular public schools--are a widespread but poorly-studied form of education reform. With nearly 2,700 charter schools now educating more than 684,000 children nationwide, policymakers and parents need to know how the education charter schools…

CASAS (Comprehensive Adult Student Assessment System) and ACT (American College Testing) have separately developed systems to identify the skills needed in the workplace. A research project studied the relationship between CASAS' Workforce Learning Systems (WLS) and ACT's Work Keys to determine how the systems could be linked to support…

This paper shows how the Third International Mathematics and Science Study (TIMSS) can be carried out in a country with a very complicated upper-secondary educational system. The difficulties are not linked to the measurement of achievement, since the international project provides a common achievement scale. The challenge lies in the design of…

The goal of this series of guides is to show Texas educators what components of the Texas Essential Knowledge and Skills (TEKS) curriculum are eligible for testing on the Texas Assessment of Academic Skills (TAAS) and end-of-course tests. This booklet contains information for tests administered beginning in the 10th grade as graduation…

This manual contains information regarding the administration of the Oregon Statewide Assessment Program's tests in writing and mathematics problem-solving. Parts of the manual address (1) background and preparation for testing; (2) administering the writing assessment; (3) administering the mathematics problem-solving assessment; (4) local rater…

This manual contains information regarding the administration of the Oregon Statewide Assessment Program's tests in reading and literature, mathematics, science, and the social sciences. Parts of the manual address (1) background and preparation for testing; (2) general administration; (3) administering the mathematics test; (4) administering the…

This study used hierarchical linear modeling (HLM) to examine student- and school-level predictors of the discrepancy between students standardized high school grade point average (HSGPA) and standardized total Scholastic Assessment Test (SAT) scores. At the student level, academic curriculum intensity, socioeconomic status (SES), the difference…

This paper presents an overview of the design features that were developed for the Content Analysis Project. The purpose of the project was to examine the congruence between a state's test in eighth-grade mathematics and that used by the National Assessment of Educational Progress. The results of this analysis were then to be used to determine…

Using item response theory to investigate differential item functioning (DIF), students' expected course grades were examined and found to function similarly across sex and race. These grades were incorporated into the matching criterion, enhancing the validity of subgroup comparisons for the third-grade mathematics test taken by 1,050 students.…