GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on the GED Mathematics test. To prepare for the test, the test taker needs to learn skills in number and operation sense, data and statistics, geometry and measurement, and algebra. To pass the test,…

This study reports the results of the pre and post mathematics test administered to student participants of the 2001 Summer Bridge Program, sponsored by the Minority Engineering, Mathematics and Science Department (MEMS) at the University of New Mexico (UNM). There was a four-week time span between the administration of the standardized test,…

This summary explains how a student's relative standing in a particular group, as measured by a percentile score, is the same regardless of whether that student's score is on the SAT scale established in 1941 or on the recentered SAT scale, established with a 1990 reference group, and introduced in 1995.

Four issues associated with calculator-available assessments are discussed: (1) benefits and problems of calculator use; (2) components of various types of calculator-available assessments; (3) construction of calculator-available assessments; and (4) the need for additional examination of items included on calculator-available assessments. (SLD)

Children with arithmetic learning disabilities (n=16) and normally achieving controls (n=16) in grades 3-5 were administered a battery of computerized tasks. Memory spans for both letters and digits were found to be smaller among the arithmetic learning disabled children. Implications for teaching are discussed. (Author/CMS)

Because the Reagan and Bush administrations accentuated the negative about American schools, there was little mention of U.S. students' average performance on the geography part of the 1992 Second International Assessment of Educational Progress. On the Third International Mathematics and Science Study (1994), U.S. eighth graders finished slightly…

Explores and illustrates the range of ways in which the design of mathematics examination tasks can be influenced by graphics calculators from the perspective of the people designing the exams. Also discusses principles for awarding partial credit to student responses. (Author/PVD)

Evaluated whether variance due to computer-based presentation was associated with performance on a new constructed-response type, Mathematical Expression, that requires students to enter expressions. No statistical evidence of construct-irrelevant variance was detected for the 178 undergraduate and graduate students, but some examinees reported…

Agrees with the conclusions of C. Bolon about the relationship between per capita income and school mean grade mathematics grade 10 scores on the Massachusetts Comprehensive Assessment but takes issue with the methodology, considering it inadequate to support the conclusions. (SLD)

An item response model for multiple-choice items is described and illustrated in item analysis. The model provides parametric and graphical summaries of the performance of each alternative associated with a multiple-choice item. The illustrative application of the model involves a pilot test of mathematics achievement items. (TJH)

Possible ways of mechanization for counting using a binary system are discussed. Shows a binary representation of the numbers and geometric models having eight triples of lamps. Provides three problem sets. (YP)

Two perspectives that frame the aspects of the debate on assessment issues are analyzed. The "count-everybody" perspective calls for national standards over which all students would be tested. The "everybody-counts" perspective favors assessments that are developed from multiple perspectives. (MDH)

Presents a history of the question of whether or not to include coursework, versus only traditional exams, as part of the assessment for the British General Certificate of Secondary Education (GCSE) and discusses arguments for and against the inclusion of coursework. (MKR)

The partial credit model with a varying slope parameter is developed and called the generalized partial credit model (GPCM). Analysis results for simulated data by this and other polytomous item-response models demonstrate that the rating formulation of the GPCM is adaptable to the analysis of polytomous item responses. (SLD)

Discusses a mathematics competition in which 18,000 pupils in the educational district of Orleans (France) participated. Describes objectives, including promoting collective work, and stimulating interest in mathematics and science. (DB)