The KeyMath Revised is a power test that measures the understanding and application of mathematics skills and concepts. It is individually administered and is intended for students from kindergarten through the ninth grade to determine student mastery of mathematics concepts. The revised version is designed to be user-friendly for the student and…

Assessment results were examined for 2,351 students in a large Southwestern school district over a 4-year period. Assessment in the first year consisted of the full battery of the Iowa Tests of Basic Skills (ITBS) administered to all third graders in the district. In the following year (grade four), the same students participated in a…

This study investigated the correlation between noncognitive variables and academic success in a freshman composition course. A sample of 257 freshmen taking an introductory English course completed a survey assessing their attitudes and achievement expectancies. The questionnaire measured self-ratings of overall academic ability, drive to…

This manual describes the Wisconsin Sensorimotor Pointing Assessment (WSPA) for individuals with severe communication deficits complicated by other cognitive or motor disabilities, and provides guidelines for its administration. The WSPA was designed to quantify four categories of sensory and motor abilities necessary for initiating and accurately…

This document contains the executive summary and the detailed report which provide an independent evaluation of Kentucky's new system for assessing student performance, the Kentucky Instructional Results Information System (KIRIS). The summary gauges progress to date, highlights some strengths to be built on and problems to be solved, and provides…

A study was undertaken to investigate the validity of a progress test, the Maastricht Progress Test, that was designed to measure knowledge and clinical reasoning growth in a problem-based medical curriculum. Scores and subscores of about 40 students per year (total sample of 195) on the different categories of the progress test were compared with…

This paper describes the Early Screening Project (ESP), a system to identify behavior problems among preschool children ages 3 to 5. The ESP is a three-stage, multiple-gating set of procedures which assesses both the frequency and intensity of adjustment problems. In Stage 1, teachers rank students on externalizing and internalizing behavior…

The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is a partnership of the University of California at Los Angeles, the University of Colorado at Boulder, Stanford University, The RAND Corporation, the University of Pittsburgh, the Educational Testing Service, and the University of California, Santa Barbara.…

A survey was conducted to establish the content validity of the material presented during a diagnostic and evaluative procedures course for elementary education majors. Although the content was consistent with information typical of the course, validation through the opinions of practicing teachers could strengthen its validity with the students.…

The Computing Potential in Atlanta Public School Education (CPAPSE) was developed to determine teacher attitudes about computing potential as an instructional tool and to compare current practice with potential computing applications to determine the degree to which computer resources are being used in grades 2, 3, and 4. During the last week of…

The IDEA Oral Language Proficiency Test (IPT-I), forms C and D, aims to determine the level of English oral language proficiency as it relates to accepted levels of NonEnglish speaking (NES), limited English speaking (LES), and fluent English speaking (FES) designations in order to place students in an appropriate classroom setting. The test was…

Current national efforts to expand the role of educational assessment and radically change the nature of assessment are discussed. Rationales for expectations that a new national examination system would serve as a lever of educational reform are analyzed. Challenges posed for educational measurement by the proposed heavy reliance on complex,…

In Connecticut, the Board of Trustees for Community-Technical Colleges mandated the assessment and placement of entering community college students, adopting the New Jersey College Basic Skills Placement Test (NJCBSPT) for a systemwide pilot test beginning in spring 1989. At (then) South Central Community College, a study was conducted to…

The development of a needs instrument designed to assess the continuing education needs of school administrators is described. The instrument was constructed to assess the administrators' continuing needs in: (1) principalship; (2) the school as a system; (3) problem solving; (4) staff development; (5) collaborative long-range planning; (6)…

The report of the National Academy of Education (NAE), "Setting Performance Standards for Student Achievement," provides an interpretation of NAE investigations into the procedures surrounding establishment of achievement levels for the National Assessment of Educational Progress (NAEP). The NAE report synthesizes the investigations of…