Using evidence of student learning to evaluate teacher effectiveness is discussed. Since standardized achievement tests cannot and will not do the job, alternatives are explored. Evaluators should focus not on test results derived from centralized standardized testing programs, but on results derived from teachers' classroom assessments of student…

Scores on ability tests given to 1,274 students in grades 4-6 and 1,310 in grades 7-9 were simultaneously factor analyzed at class and individual levels. At the individual level, the general factor was most highly loaded on fluid abilities. Three common factors were established at the class level. (SLD)

Discusses the consequences for equity issues in testing and evaluation that come with the inclusion of performance assessment components in public examinations. Uses data from the British General Certificate of Secondary Education to show effects on course work offered and gender equity and that student evaluation does not always function as…

It has been proposed that the National Assessment of Educational Progress (NAEP) increase its efforts to gather and analyze data on student background, teachers, households, and schools. Adoption of this proposal would result in the inclusion in NAEP of additional background variables and subpopulations, to be defined by states. NAEP specification…

Two types of information on the outcomes of education in New York State for the 1983-84 school year are presented. One relates to New York State tests and programs. The second is a by-product of national programs that identify outstanding pupils. During the 1983-84 school year, elementary and secondary school students demonstrated high achievement…

This report is designed to provide New Jersey Congressional legislators with current information on the effectiveness of the Education Consolidation and Improvement Act of 1981 (ECIA) Chapter 1 Program in New Jersey. Data on the reading and mathematics performance of ECIA Chapter 1 students in grades 2 through 8 from participating districts were…

The purpose of this research study was to assess item response model-test data fit using residuals. First, a comparison of raw and standardized residuals for describing model-test data fit was carried out. Second, hypotheses concerning the relationship between residual sizes and several item characteristics were studied. The analyses with…

The first comprehensive attempt to measure student achievement in art on a national scale at the elementary, junior high, and high school levels is described. The assessment was conducted during 1974-75 with groups of nine-, 13-, and 17-year-olds. This report examines four design and drawing exercises that measure art-production activities. Art…

Prepared by four specialists who have personally dealt with educational assessment programs and communications in both state departments and local school districts, this guide takes the reader through the steps of getting the word out: analyzing goals and audience needs; planning activities and resources--human and financial; putting plans into…

This manual is designed to aid the school administrator and staff in the interpretation of Pennsylvania's Educational Quality Assessment Report for Grade Seven. General background information is presented on the ten goals of quality education which include: self esteem; understanding others; basic verbal and math skills; health habits; interest in…

The National Assessment of Educational Progress (NAEP) is a national census-like survey of the knowledge, skills, understanding, and attitudes of certain groups of young Americans. Evaluates the NAEP's contribution to educational progress and its areas in need of improvement. (Author/RK) Aspect of National Assessment (NAEP) dealt with in this…

Cohen and Hyman's response contains several misunderstandings of the original article by Mehrens and Kaminski. One frequently wishes to make inferences to a domain from a test, but teaching a specific performance and testing for that performance does not allow for a domain inference. (SLD)

The usefulness of the 1992 TSA in reading was studied using interviews from 26 state directors of assessment. Perceptions about TSA credibility and orientation of test components and current use of TSA results were examined. The directors suggested involving more teachers in assessment, modifying descriptors, disseminating results quicker, and…

There can be little doubt that there is wide variation in the rigor and quality of state standards and assessments. Moreover, it is clear that the vast majority of states have set their academic achievement bar far lower than federal standards, as measured by the National Assessment of Educational Progress (NAEP). Since No Child Left Behind (NCLB)…

A sound performance evaluation system uses a multitude of assessment methods to gather information and data about the performance of an individual. Four models are described that have been used with multiple assessment results to make decisions about performance. In a compensatory model, weak performance on one measure or attribute can be traded…