Examinations play a central role in the educational system due to the fact that information generated from examinations is used for a variety of purposes. Critical decisions such as selection, placement and determining the instructional effectives of a programme of study all depend on data generated from examinations. Numerous research studies…

International student assessments have become the "lifeblood" of the accountability movement in educational policy contexts. Drawing upon Stuart Hall's concept of representation, I critically examined who comprises epistemic communities responsible for developing the Organization for Economic Co-operation and Development's Assessment of…

Although the relationship between motivation (especially intrinsic motivation) and creativity (especially as a product), no meta-analyses have been conducted on the relationship between these 2 concepts. This study aimed to analyze the relationship between intrinsic motivation and creativity related to product (i.e., creative outcomes) through…

This Collection contains three seminal modules by Authors Ana Rojas-LeBouef and John R. Slate, professors and researchers from Sam Houston State University in Texas. They are nationally recognized scholars in the area of the academic inequity between White and Non-White students. This paper is divided into three chapters. Chapter 1--The…

This study was designed to test the reliability of five major models of the structure of cognitive abilities. A battery of 16 tests was administered to 1000 Swedish sixth graders. Based on the results, a three-level hierarchical LISREL-based model (the HILI-model) is suggested. (Author/EGS)

A meta-analysis of outcomes from 32 studies investigating pretest effects was conducted. For all outcomes the average effect size was +.22, indicating an elevating effect of pretest on posttest. Duration of time between pre- and posttesting was also related to effect size. Researchers should continue to include pretest as a design variable.…

Student scores on standardized tests have steadily declined since 1965. Researchers conducted a literature review and completed data analysis to determine the reasons for this decrease, assessing trends for the period from 1965 to 1983. The kinds of tests most commonly used are aptitude, achievement, and tests of personal and social…

This document discusses the scores of Albuquerque (New Mexico) Public Schools (APS) students on the American College Test (ACT) and the Scholastic Aptitude Test (SAT) during the 1982-83 school year. Graphs, a map, and a question and answer format are used to report the information. Comparisons of average ACT scores and average SAT scores are drawn…

The Archdiocese of Indianapolis has been using the Sander's value-added model to determine if they have had gains in student achievement in language arts, mathematics and reading. The article summarizes the method to make this determination and the results from three years of testing using the CTB McGraw-Hill Terre Nova test. The archdiocese has…

This synthesis of findings from 40 studies showed that students can raise their test scores by taking practice tests. The size of the gains were a function of three factors: identical vs. parallel forms of the test, number of practice tests, and ability level of the student. (Author/BW)

Results from a meta-analysis of 26 controlled studies on the effects of accelerated instruction on elementary and secondary school students are presented. The examination performance of accelerates surpassed the performance of equivalent age and intelligence nonaccelerates and equalled the performance of same-grade but older, talented…

On April 5, 2002, the Montana Office of Public Instruction (OPI) entered into a compliance agreement with the U.S. Department of Education to bring the state into compliance with the provisions of the following federal laws: Title 1 of the Elementary and Secondary Education Act (ESEA) of 1994, P.L. 103-382 and the No Child Left Behind Act (NCLB)…

Illustrates the importance of carefully interpreting reading test results. (JT)

This volume, "Effects Analyses," the third of three Technical Appendices to the National Day Care Study (NDCS), presents in six individual reports the results of analyses investigating the relationships between policy variables, classroom processes and child outcomes. The volume begins with a presentation of the major effects analyses…

Analyses of the results of 23 reports on coaching for the Scholastic Aptitude Test (SAT) indicated that, on the average, coaching can help increase SAT scores. The considerable variability in the results of 48 studies reflected the many factors influencing coaching effectiveness and the wide variety of study designs. (SLD)