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Download full textArnold, Voiza; And Others – 1990
In 1990, a study was conducted at Rio Hondo College (Whittier, California) to determine if readers exhibited any bias in scoring test papers that were composed on a word processor as opposed to being written by hand. The study began with the formulation of tentative pilot study questions and the development of procedures to address them. Three…
Descriptors: Bias, Community Colleges, Evaluators, Handwriting
Texas Education Agency, Austin. – 1991
This report presents Texas Assessment of Academic Skills (TAAS) performance results and results on the Texas Educational Assessment of Minimum Skills (TEAMS) in October 1990. This volume is comprised of the following sections: (1) Section I, an executive summary of TAAS performance for each grade level; (2) Section II, an overview of the program…
Descriptors: Academic Achievement, Achievement Tests, Elementary Secondary Education, Exit Examinations
Rich, Janet C. – 1993
An English/reading steering committee was formed in the 1992-93 academic year at Miami-Dade Community College, in Florida, to recommend college-wide procedures and guidelines for including a writing sample on placement tests for entering students. The committee pilot tested a writing sample in two college-preparatory and one college-level English…
Descriptors: College English, College Planning, Community Colleges, English (Second Language)
Matter, M. Kevin; And Others – 1990
The writing assessment used in grade 10 of the Cherry Creek, (Colorado) schools is described. Over the past 3 years, the focus of the assessment has changed from an assessment heavily weighted on multiple-choice items, with minimal constructed response tasks, to an assessment based entirely on a written product. Students are provided with multiple…
Descriptors: Constructed Response, Educational Assessment, Essay Tests, Evaluation Methods
Albus, Debra; Klein, Jean A.; Liu, Kristin; Thurlow, Martha – National Center on Educational Outcomes, University of Minnesota, 2004
English language learners (ELLs) were once expected to learn English before they learned critical content needed to succeed in school, but this is longer true, because now federal education laws require that ELLs be held to the same academic standards as other students. There are, however, requirements to assess and document progress on tests of…
Descriptors: Second Language Learning, Grade 5, Researchers, English Instruction
Texas Education Agency, Austin. Div. of Student Assessment. – 2000
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 guide contains information for the end-of-course tests administered for the following subjects: Algebra…
Descriptors: Algebra, Biology, Curriculum, Educational Assessment
Missouri State Dept. of Elementary and Secondary Education, Jefferson City. Div. of Instruction. – 1999
This document includes the left-hand column ("What All Students Should Know") and the center column ("What All Students Should Be Able To Do") from "Missouri's Framework for Curriculum Development in Communication Arts K-12." Next to these two columns has been added a column which includes assessment notes for those…
Descriptors: Curriculum Development, Elementary Secondary Education, Grade 11, Grade 3
Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting. – 1999
Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 80,000 students in grade 5 were required to answer as part of the SOL assessments. These…
Descriptors: Academic Standards, Achievement Tests, Computer Science, Grade 5
Florida State Dept. of Education, Tallahassee. Assessment, Testing, and Evaluation Section. – 1998
This publication presents information about the technical characteristics of the 1997 Florida Writing Assessment Program, Grades 4, 8, and 10. Descriptive and statistical information is provided for the census assessment, and the procedures used in prompt development, pilot testing, field testing, scoring, and item banking are reviewed. The…
Descriptors: Educational Trends, Elementary Secondary Education, Field Tests, Pilot Projects
Peer reviewedGoldberg, Gail Lynn; Roswell, Barbara Sherr; Michaels, Hillary – Educational Assessment, 1996
Student engagement during testing in the full range of writing process activities they had been taught was studied. Results with 28 third-grade draft sets, 21 fifth-grade sets, and 38 eighth-grade sets on the Maryland School Performance Assessment writing test show that students' peer responses are unengaged, minimal, and formulaic, and that their…
Descriptors: Achievement Tests, Educational Assessment, Elementary Education, Elementary School Students
Peer reviewedGalbato, Linda; Markus, Mimi – Journal of Applied Research in the Community College, 1995
Describes a study comparing English course-level placement based on writing samples and standardized placement scores, as well as two different methods of grading writing samples. Results support the use of writing samples to supplement standardized placement scores as well as the use of a group holistic method of grading writing samples. Includes…
Descriptors: Basic Writing, Community Colleges, English Instruction, Holistic Evaluation
Peer reviewedByrd, Patricia; Nelson, Gayle – Journal of Second Language Writing, 1995
Analyzes the academic records of 191 nonnative students who took a writing examination in 1991 to assess their performance on the writing examination of Georgia State University. Results indicate that questions remain about the relationship between English proficiency and academic preparation and about responsibilities for academically weak…
Descriptors: Case Studies, College Students, Data Analysis, Discourse Analysis
Taylor, Ronald L. – Diagnostique, 1990
The Woodcock-Johnson Psycho-Educational Battery-Revised is a set of tests designed to measure cognitive abilities, scholastic aptitude, and achievement in the areas of reading, mathematics, and written language, in individuals aged 2-95 years. This paper describes the test battery's administration, scoring, standardization, reliability, and…
Descriptors: Academic Achievement, Academic Aptitude, Achievement Tests, Adults
Direct linkSchumm, Jeanne Shay, Ed. – Guilford Publications, 2006
Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead…
Descriptors: Second Language Learning, Research Methodology, Reading Skills, Literacy Education
Rudner, Lawrence M.; Garcia, Veronica; Welch, Catherine – Journal of Technology, Learning, and Assessment, 2006
This report provides a two-part evaluation of the IntelliMetric[SM] automated essay scoring system based on its performance scoring essays from the Analytic Writing Assessment of the Graduate Management Admission Test[TM] (GMAT[TM]). The IntelliMetric system performance is first compared to that of individual human raters, a Bayesian system…
Descriptors: Writing Evaluation, Writing Tests, Scoring, Essays
