Describes the procedures by which Kentucky's state assessment program synthesized results from three standard setting procedures (Contrasting Groups, Bookmark, and Jaeger-Mills) for the 2000 state assessment. Shows the value of using multiple standard-setting approaches to gather information from each. (SLD)

Presents a brief historical overview of standardized testing in science including its purpose, consequences, characteristics, and evaluation. Provides a critique that is unique in that this study used national science standards to evaluate a state-mandated standardized science test. (Author/MM)

Describes the concept of "adequate yearly progress" as defined by the No Child Left Behind Act and discusses some of the psychometric issues it raises. Examines scaling as a means to equate tests when assessing educational gains and recommends vertically moderated standards over vertical equating of state assessments. (SLD)

How state educational authorities in Kentucky use statewide test data to rank the state's 178 school districts was studied, using data from the "Kentucky Essential Skills Test: Statewide Testing Results" (1987). The methods used, means of refining those methods, the fairness/accuracy/validity of resulting interpretations, and problems…

Contends that educational reform strategies that feature measurement-driven instruction as their centerpiece are often maligned as "quick fixes." Although asserting that measurement-driven instruction has potential benefits, notes that assessment experts should share their knowledge with policymakers to avoid ineffective strategies. (Author/NB)

According to a new report by Linda Darling-Hammond and colleagues at Stanford University's School Redesign Network, state laws requiring students to pass an exit examination to obtain their high school diploma can harm students and schools. Evidence suggests that inflexible exit exam policies can reduce graduation rates (especially among minority…

Several techniques exist to automatically put together a test meeting a number of specifications. In an item bank, the items are stored with their characteristics. A test is constructed by selecting a set of items that fulfills the specifications set by the test assembler. Test assembly problems are often formulated in terms of a model consisting…

In this series of studies, we investigated the technical adequacy of three curriculum-based measures used as benchmarks and for monitoring progress in three critical reading- related skills: fluency, reading comprehension, and vocabulary. In particular, we examined the following easyCBM measurement across grades 3-7 at fall, winter, and spring…

Research on globalization and education involves the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies. The four major theoretical perspectives concerning globalization and education are world culture, world systems, postcolonial, and culturalist. The major global educational…

The purpose of this document is to establish the statewide policy for the participation of students in the Utah Performance Assessment System for Students (U-PASS). The central elements of this policy are: (1) Rules for inclusion in the statewide assessment program (U-PASS); (2) Limited allowances for exempting or excusing students from…

The U.S. public has consistently favored standardized testing in the schools, preferably with consequences (or "stakes") riding on the results, ever since the first polls taken on the topic several decades ago. Results from different polls approaching the topic in different ways suggest that nearly all Americans would like to see…

This paper briefly summarizes the findings from a national survey for the Measurement Services Association (MSA) of testing and measurement offices regarding their organizational characteristics and their activities and services. Questionnaires were mailed to all testing offices (n=146) at colleges and universities on the MSA Newsletter mailing…

The Los Angeles Unified School District has been concerned over the excess testing of elementary school pupils, particularly those who are in special programs. When the Board of Education decided to have yearly testing of pupil progress using a locally developed criterion-referenced test, the intention was to replace a previously used…