In an attempt to understand, holistically, how teachers make sense of their classrooms and how they use assessment to facilitate learning, this paper explores the use of a metaphor, "responsive choreography," to examine instruction in one classroom. "Responsive choreography" describes the subtle interplay or "dance" between the learner and the…

This report presents the results of the statewide spring 2000 administration of the Colorado Student Assessment Program (CSAP). Third-grade students were assessed in Reading; fourth- and seventh-grade students were assessed in Reading and Writing; and eighth-grade students were assessed in Mathematics and Science. The assessments were developed by…

This field memo to all teachers and administrators of public and nonpublic schools is the first of three in a series of updates from the Deputy Commissioner of the Office of Elementary, Middle, Secondary, and Continuing Education on standards and assessments in New York. This document contains information on New York's learning standards and the…

The process and results of a project to develop a Turkish language proficiency test are described. The project was undertaken by the American Association of Teachers of Turkic Languages, and involved development of two sample tests for intermediate and advanced levels in four skill areas (speaking, listening, reading, writing) using…

This book provides a succinct discussion of the development and use of classroom assessments. It is designed for college courses and settings in which a full survey textbook is not appropriate in terms of coverage and cost, such as educational psychology or teaching methods courses or self-study by teachers. The chapters are: (1) "Introduction";…

This report examines the potential of adaptive testing, two?-stage testing in particular, for improving the data quality of the National Assessment of Educational Progress (NAEP). Following a discussion of the rationale for adaptive testing in assessment and a review of previous studies of two-?stage testing, this report describes a 1993 Ohio…

A decade ago intelligence testing was in its beginnings in the United States. There were no standardized tests available except those of the Binet-Simon scale. These tests had been used but little, and chiefly for the detection and classification of the backward and the feeble-minded. Goddard had just begun pioneer work in this field, while…

Results indicate that students who have attended single-sex girls' schools and then proceed to an all women's college do not make as much progress toward maturity as other college students from co-educational schools. (Author/MB)

The construction and validation of the Early Language Milestone Scale for children at risk for developmental disability are described. It is concluded that delayed achievement of early language milestones strongly suggests the presence of a significant underlying developmental disability. Journal Availability: See EC 152 486. (Author/SEW)

In quantitative courses, examinations measure a small portion of the students' subject mastery, and grading is difficult. Take-home examinations test more but their development is difficult. Computer assisted test construction, where a computer generates random data within relative constraints for preprogrammed examination questions, is proposed…

The approach taken to testing reading comprehension in a Bombay University English program is described. A distinction is drawn between communicative and communicational teaching approaches. Reading skills and the traditional techniques for teaching them are examined, and sample reading comprehension test items using the communicational approach…

Mathematics curricula in Japan, Taiwan and the United States are compared for concepts and skills, and a cross-national test of mathematics achievement is described. Among selected first- and fifth-grade children, students in Japan and Taiwan consistently outperformed their American counterparts. Achievement levels and curriculum content do not…

Two brief scales were proposed to assess effectiveness of teaching in laboratory and seminar/discussion group classes. (Author)

A model is presented using examinee judgements in detecting ambiguous/misinterpreted items on teacher-made criterion-referenced tests. A computational example and guidelines for constructing domain categories and interpreting the indices are presented. (Author/PN)

Presents a model for testing in individualized adult programs which includes aptitude, placement, achievement, and proficiency measurements. The model calls for measurement of discrete-point knowledge as well as the communicative ability and cultural insights of students. The kind and detail of record-keeping are discussed. (Author/AMH)