The place for standardized testing in Chapter 1 evaluation is discussed. There is substantial evidence available on the negative effects of high-stakes standardized testing, and there is a clear link between Chapter 1 requirements and the amount of testing in most school districts. Standardized testing is usually used to identify eligible…

New Jersey has taken steps to improve vocational education programs and services in response to two state reports and the measurement and evaluation requirements of the reauthorized Carl D. Perkins Vocational and Applied Technology Act of 1990 (P.L. 101-392). Among state initiatives is the Occupational Competency Project, a study of 100…

In order to investigate how attitudes among preservice teachers are influenced by participation in a computer literacy course and to test the utility of an attitude questionnaire, a study was conducted with 75 college preservice teachers (56 females and 19 males). The course was developed to teach the use and understanding of computer technologies…

The Iowa Tests of Basic Skills (ITBS), here summarized for administrators, are intended to provide information about the skills development of individual students and about relative strengths and weaknesses of the instructional program. The ITBS represents the first comprehensive elementary school and secondary school statewide testing program in…

This paper discusses the use of standardized testing in a university-based executive training program in Japan. The program is an English language, cross-cultural, and business training program offered to Japanese and Chinese businesspersons preparing to enter the international business world. Reports on students, sent to their companies,…

Abstracts and bibliographic citations are given for the following documents concerned with the use and characteristics of the Hilson Adolescent Profile (HAP): (1) "Use of the Hilson Adolescent Profile To Compare Juvenile Offenders with Junior and Senior High School Students" (R. E. Inwald and K. E. Brobst); (2) "The Effectiveness of…

Since 1988, Vermont has been developing a state assessment program, the centerpiece of which is the student portfolio and "best pieces" drawn from it. The state's use of portfolio results will be limited to reporting aggregates, but within schools, teachers and principals may use the portfolios as they choose. The assessment program,…

This paper describes the approach taken in Texas to meet the requirements of the Carl D. Perkins Vocational Education Act (CPA) of 1984 (Public Law 98-524) to provide an aptitude and interest assessment to all students with special needs who are considering entering vocational education. The Texas three-level model of assessment is discussed. The…

In 1991-92 Vermont initiated a statewide portfolio assessment program in mathematics and writing in grades 4 and 8. An evaluation of the program found mixed results--although the portfolio scores were unreliable for individual or school-level reporting and teachers had concerns about implementation, the assessment had marked positive effects on…

This paper gives an overview of the methods of moderation, or quality assurance and quality control, as they may be more widely known, that are used to enhance the quality of student assessment. The discussion is based on the educational systems of the United Kingdom but is applicable to assessment in other countries. Quality in assessment is seen…

The oral communication course for English majors at the National University of Malaysia includes testing designed by faculty and coordinated with the curriculum. This practice is based on the ideas that a teacher who has been actively involved in curriculum design is in a good position to design a test for that curriculum, and that teacher-made…

Alternative assessments, also called authentic or performance assessments, have first the common notion of a meaningful performance or product. The use of such alternatives with students belonging to nondominant language and cultural groups is of interest because of the hope that this type of assessment can show what these students can really do…

The 14 chapters of this book focus on the technical advances, advances in applied settings, and emerging topics in the testing field. Part 1 discusses methodological advances, Part 2 considers developments in applied settings, and Part 3 reviews emerging topics in the field of testing. Part 1 papers include: (1) "Advances in…

The National Assessment Governing Board (NAGB) is responsible for improving the form and use of the National Assessment of Educational Progress (NAEP). The NAGB is beginning to define achievement levels to state clearly what students should know and be able to do at key grades in school. This report creates a policy framework, definitions, and…

Since the mid-1970s, at least 20 states have instituted standardized tests that must be passed before students can receive a high school diploma. This paper draws on data collected in four states to explore some of the lasting effects of competency test legislation. Of particular interest is student awareness of these tests. A survey of 733…