Describes a Chinese school where staff assumed students would succeed notwithstanding their learning problems. Suggests prudence in use of labels for students. Questions use of standardized tests as the primary measure of students' attainment of standards, and advocates increased use of classroom-based strategies. Ponders difficult questions that…

Discusses the foundations of recordkeeping learned in a group analysis of achievement test data for a Montessori school, including having a student database and numbering system, and recording achievement test results. Describes ways to analyze achievement test results, chart results, use charts to identify trends across school years, and conduct…

Analyzes different approaches to assess learner achievement in the spelling curriculum. Considers the assessment of spelling and the basal textbook; using spelling words for student mastery based on research; individualized spelling; use of spelling words in context; standardized testing to notice student achievement in spelling; teaching spelling…

Hopes that all young people in schools might have English classes that teach them spelling, punctuation and correctness but also help them toward the personal discovery of the Word as an instrument of creation, a power that lies within all of them, a power that might save them. (SG)

This test administration plan sets forth the terms and conditions governing the administration of the College Level Academic Skills Test (CLAST), an instrument designed to measure the achievement of the communication and computation skills expected of all students by the time they complete their sophomore year. CLAST scores are required of all…

A model for summarizing test scores and using them to modify instructional programs is presented. The proposed model consists of two types of summaries of the data gathered through standardized tests. The first summary contains individual and single class results. Information in a "Class Item Response Record" chart provides individual student…

To develop an approach for a nondiscriminatory identification model for gifted students in Rome (GA) City Schools, mean IQ scores on the Otis-Lennon Mental Ability test were compared for fourth, fifth, and tenth grade students divided into four groups: White advantaged, White disadvantaged, Black advantaged, and Black disadvantaged. A significant…

This guide to the acquisition and development of a collection of standardized tests in libraries and resource centers is intended to aid the librarian in meeting increasing patron demand for sample test instruments. Areas covered are (1) collection building, including the determination of potential user needs and the use of standard selection…

This document is a supplement to the Test Content Description for the Georgia High School Test in Science. The sample items are representative of items on the actual Georgia High School Tests. The strands (major areas) being tested are: (1) World Studies (18% to 20% of the test); (2) United States History since 1865 (18% to 20% of the test); (3)…

England's National Literacy and Numeracy Strategies are designed to raise standards for all pupils. Though the skills they address are basic and need to be built up throughout the primary years, at the early stage of implementing the strategies, many older pupils will not have reached the standards expected of Year 6 pupils in future years. This…

The long-term goal of the Wisconsin Student Assessment System (WSAS) is for all students to show mastery of skills and knowledge in the subject areas tested. Wisconsin's Model Academic Standards describe the skills children should have and the things they should know by the end of grades 4, 8, and 12. Each subject is divided into content standards…

Asserts that failure to consider carefully the purposes and uses to which standardized tests are put can place barriers in the way of equal educational opportunities for minority students. Proposes six precautions for ensuring that standardized tests can be used without endangering equal educational opportunities. (PGD)

A framework is presented for implementing standardized achievement testing. Fundamental concepts and formats of the tests are reviewed, and useful references are listed. Standardized tests are considered and categorized in terms of administration format, functions, validity, and type (cognitive versus noncognitive). Thirteen basic recommendations…

Offers one teacher's Top Ten list for ways to remain true to excellence in teaching despite the tug of war around testing. Suggests that when teachers start to make teaching decisions based on a test, they become powerless. Concludes that it is important not to sacrifice teaching, devotion to children, or standards of excellence for high-stakes…

This manual offers states a tool to assist in the development or enhancement of guidelines for access assistants. Whether a state already has guidelines or is just in the process of establishing them, this manual will provide structure to the process and many examples of criteria already included by states. This manual was developed to accompany…