One-half-page resumes of a variety of tests applicable to secondary level bilingual education have been compiled here. The following areas are covered, with the number of tests in each area in parentheses: multiple skills (5), writing (2), listening and speaking (5), grammar (4), reading (2), aptitude (3), occupational interest (4), general…

Seventeen instruments were used to provide the answers to the design and evaluation questions for the 1979-80 ESEA Title I regular program in the Austin (Texas) Independent School District. In the final technical report, a separate appendix for each instrument includes a description of its purpose, procedure, and results as related to specific…

A brief discussion of the concept of validity, a description of the nature and purposes of the Iowa Tests of Educational Development (ITED), and a rationale for the inclusion of ITED results as part of the overall program evaluation of a secondary school are presented. According to the authors, the ITED can validly be used as one of the…

The concept of testing for partial knowledge is considered with the concept of tailored testing. Following the special usage of latent trait theory, the word valdity is used to mean the correlation of a test with the construct the test measures. The concept of a method factor in the test is also considered as a part of the validity. The possible…

Issues of concern to test developers interested in applying the Rasch model are discussed. The current state of the art, recommendations for use of the model, further needs, and controversies are described for the three stages of test construction: (1) definition of the content of the test and item writing; (2) item analysis; and (3) test…

This volume contains information on a pilot writing program, involving approximately 900 kindergarten through fifth grade students, designed to test the impact of emphasizing written composition during the language arts instructional period only, as compared to emphasizing composition skills during both language arts and social studies/science…

Most educational objectives can be classified as either mastery or developmental. For mastery objectives, teachers can develop satisfactory assessment instruments relatively easily and can describe student achievement as "can do" or "can't do." For developmental objectives, there are a number of evaluation methods, and student progress varies in…

Procedures for determining cutting scores have been proposed by Angoff and by Nedelsky. Nedelsky's approach requires that a rater examine each distractor within a test item to determine the probability of a minimally competent examinee answering correctly; whereas Angoff uses a judgment based on the whole item, rather than each of its components.…

The Rasch model was used to compare the grade equivalent scores which students of equal ability would have obtained, had they taken different levels of the Iowa Tests of Basic Skills (ITBS). Raw scores on items common to levels 9-14 of the ITBS (vocabulary subtest) were obtained from 6,000 students in Dallas, Texas. Rasch scales were used to…

The report evaluates the accuracy with which achievement tests measure social studies learning. Research is based on test items derived from the Social Studies Curriculum Guidelines (1971) and the Multiethnic Guidelines (1976), both prepared by National Council for the Social Studies (NCSS). The major objective of the project was to help test…

Cross-referenced to instructional objectives defined in a previous publication, (Guidelines to Mathematics, K-6), the Wisconsin Mathematics Test can be used to measure achievement gains over a given year, or to detect student strengths and weaknesses, by correlating missed items with the objectives. It is also possible to compare results on a…

The author discusses the testing of the validity of self-pacing in a two-year programed German course at Colorado State University. Two teaching situations were set up for the programed materials. The first group, 24 students who met in a room "equipped somewhat like a language laboratory," were "self-paced," using books, tapes, and a tape…

Single-score measures of intelligence are inadequate to predict performance on a programed instruction format. Guilford's model of the intellect accounts for three dimensions relevant to learner abilities. The content dimension refers to the kind of material involved, the product dimension to the kind of output required, and the process dimension…

This 1964 report briefly describes a large-scale longitudinal study to assess the achievement of all students who entered the Toronto school system in either junior kindergarten (1960) or senior kindergarten (1961). To assess the effect of kindergarten on the students' later school achievement, and to examine the nature of school failure, it was…

This short booklet describes the results of the National Assessment of Educational Progress' (NAEP) survey of the knowledge, skills, and attitudes, of students aged nine, thirteen, and seventeen and young adults in America to determine their career and occupational development (which included many elements of career education). (The survey,…