As automated scoring of complex constructed-response examinations reaches operational status, the process of evaluating the quality of resultant scores, particularly in contrast to scores of expert human graders, becomes as complex as the data itself. Using a vignette from the Architectural Registration Examination (ARE), this article explores the…

Language arts teachers participated in an inservice program, The Writer's Clinic, and evaluated their students' improvement in writing ability using holistic essay scoring techniques. Seventh and eighth grade students were administered an essay composition pretest in December; the same essay topic was given as the post test in May. Students were…

The use of grade equivalent scores contrasted against grade placement is widespread in the diagnosis of dyslexia and other reading disabilities. Discusses difficulties and distortions of this method. Presents an alternative method for reliably determining aptitude/achievement discrepancies. (Author)

The provincial results of the English 33 Achievement Test administered June 8, 1982, as part of the Student Achievement Testing Program of Alberta Education are presented in this report. Following a list of the requirements of Part A (written expression), the first section describes the categories used to assess total expression and the scoring…

C. M. Steele and J. Aronson (1995) showed that making race salient when taking a difficult test affected the performance of high-ability African American students, a phenomenon they termed stereotype threat. The authors document that this research is widely misinterpreted in both popular and scholarly publications as showing that eliminating…

A conception of invalidity as bias is related to content validity for standardized achievement tests. A method of estimating content bias for each of three content domains (a priori, curricular, and instructional) based on the specification of a content taxonomy is also proposed. (Author/CM)

The Measurement and Evaluation Center coordinates credit by examination at the University of Texas at Austin. Credit earned by examination is equivalent to credit earned by taking the course, but cannot be counted as credit earned in residence. To receive credit by examination, the student must also meet all other conditions of eligibility…

Compliance with South Carolina's Basic Skills Assessment Program (BSAP), involving test administration and instructional monitoring, was on schedule for the 1983-84 school year. Results of readiness tests given to over 50,000 first graders showed 72.6% "ready" to begin formal instruction. Teachers were given materials for areas in which…

This report presents tables summarizing test results statewide for ninth-grade students who took the New Jersey High School Proficiency Test (HSPT) in April, 1987. The HSPT consists of reading, writing, and mathematics sections, and must be passed as one of the requirements for a high school diploma. Data include percent passing, mean score, and…

This report summarizes test results statewide for tenth-grade students who took the New Jersey High School Proficiency Test (HSPT) in April, 1987. The HSPT consists of reading, writing, and mathematics sections, and must be passed as one of the requirements for a high school diploma. The tenth-grade students who were tested consisted of students…

This booklet interprets and summarizes the results of the Connecticut Statewide Basic Skills Proficiency Test as administered to ninth graders in October, 1986. The test measures basic skills in reading and mathematics, and basic writing skills in the language arts. The test is used to identify students who require further remediation in order to…

Presents nine articles dealing with aspects of testing and the role of the school counselor. Topics include interpreting test scores, testing problems and solutions, developing tests to predict dropping out, sex bias in vocational testing, detecting bias in standardized tests, assessments of reentry adults, and interest tests for adults. (JAC)

In March of 1984, a total of 55,771 New Mexico public school students in grades 3, 5, and 8 were tested with the Comprehensive Tests of Basic Skills (CTBS) as required by the statewide standardized testing program. This document reports scores as national percentile ranks, and indicates the position of New Mexico students compared to a national…

This report reviews issues and previous empirical studies surrounding prediction of educational attainment, preparation for college, college aptitude assessment, and prediction of achievement in college for Hispanic students residing in the United States. First, a demographic overview of Hispanics, concentrating on population size, ethnic subgroup…

This paper focuses on ways in which one state policy for improving education--standard-setting through testing mechanisms--affects the classroom teacher-learner relationship. That uniform policy-making is problematic is clear from observations of 43 Mid-Atlantic school district teachers. Responding to three types of standards, 45 percent found…