Trends in International Mathematics and Science Study (TIMSS) is an international comparative study designed to measure trends in mathematics and science achievement at grades 4 and 8, as well as to collect information about educational contexts (such as students' schools, teachers, and homes) that may be related to student achievement. TIMSS has…

In Winter 2021-2022, the Nebraska Student-Centered Assessment System (NSCAS) assessments are administered in ELA and mathematics in Grades 3-8. In Spring 2021-2022, the NSCAS assessments are administered in English language arts (ELA) and mathematics in Grades 3-8 and in science in Grades 5 and 8. The purposes of the NSCAS assessments are to…

In Fall and Winter 2022-2023, the NSCAS assessments were administered in ELA and mathematics for grades 3-8. In Spring 2022-2023, the NSCAS assessments were administered in English language arts (ELA) and mathematics for grades 3-8 and in science for grades 5 and 8. The purposes of the NSCAS assessments are to measure and report Nebraska students'…

Testing and data integrity on statewide assessments is defined as the establishment of a comprehensive set of policies and procedures for: (1) the proper preparation of students; (2) the management and administration of the test(s) that will lead to accurate and appropriate reporting of assessment results; and (3) maintaining the security of…

Examinees who take high-stakes assessments are usually given an opportunity to repeat the test if they are unsuccessful on their initial attempt. To prevent examinees from obtaining unfair score increases by memorizing the content of specific test items, testing agencies usually assign a different test form to repeat examinees. The use of multiple…

The Woodcock Johnson III Brief Assessment is a "maximum performance test" (Reynolds, Livingston, Willson, 2006) that is designed to assess the upper levels of knowledge and skills of the test taker using both power and speed to obtain a large amount of information in a short period of time. The Brief Assessment also provides an adequate…

One of a series of reports on the International Project for the Evaluation of Educational Achievement (in Mathmatics).

The advantages of a rule assessment approach to interpreting achievement test results were demonstrated using an S-P chart with coded error types. The problems of similar total test scores resulting from completely different misapprehensions, as well as correct answers resulting from incorrect rules of operation, were addressed using simulated…

Scaling is carried out in an effort to increase the comparability of scores obtained on different tests. This study explored the relationships between College Board Achievement Test scores and potential scaling covariates for various subgroups of the test-taking population with the goal of providing several alternatives to traditionally used…

This report presents the 1983-84 summary achievement profiles of the 82 Portland, Oregon, elementary schools for use by school staffs, administrators, and the community for planning, goal setting, and evaluation. The profiles contain Portland Achievement Level Tests results plus data on the physical facility, school personnel, student enrollment,…

There are four steps in obtaining test data, each requiring planning and decision-making: assembling students, administering tests, scoring, and recording scores. In assembling students, two cautions are in order. First, for norm referenced tests, students in the treatment group should take the test at the same time of the year as the students in…

This symposium presents an alternative to the numerical mode of reporting, and describes the work that has been done, and the work that is continuing, in the area of computer-generated narrative-format testing reports. Computer narrative testing reports are in a verbal form that eliminates the use of almost all numbers and technical terms. These…

The National Assessment of Educational Progress uses a variety of test items and scoring techniques in measuring the writing achievement of three age groups--nine, thirteen, and seventeen year olds. This document discusses the holistic scoring of essays, including mechanical correctness and grammatical usage; the primary-trait method of scoring,…

Four different systematic methods for selecting passing scores which differ primarily in the types of judgment they require were compared. The borderline group method and the contrasting groups method were each compared with the Nedelsky method at four schools and the Angoff method at another four schools. The Basic Skills Assessment Tests in…

This guide explains results and other information in the "Test Item Analysis Report," the "School Report," and the "District Report" for the Massachusetts Comprehensive Assessment System (MCAS) tests for spring 2000. It is designed to help superintendents, principals, and other administrators as they review the…