To test the hypothesis that self-esteem correlates significantly with both achievement and I.Q. in the same direction, that is, either positively or negatively, 318 eighth grade and 478 fifth grade students were randomly selected. Stanford Achievement Tests and the Otis-Lennon Mental Abilities Test were administered to obtain the respective…

This codebook for a machine-readable data file contains frequencies for the values of 310 variables for 446 student cases that comprised the field test data from the testing of Knowing, a Level III module of the BSCS Human Sciences Program. This module was developed and field tested with eighth-grade students in middle schools and junior high…

The Connecticut Assessment of Educational Progress (CAEP) is a continuing program designed to measure the efficiency of educational programs offered by public schools. During 1979-80, grades 4, 8, 11 were tested in science. The assessment goals were: to provide information on the quality of education in Connecticut; to collect and compare data…

The major emphasis of the Kentucky Educational Assessment Program is to determine the actual level of performance of Kentucky pupils in relation to the desired levels of performance established in the 1972 report entitled "Goals of Education in Kentucky." The report was published by the Kentucky State Department of Education and contains…

This booklet contains the 14 exercises that are used in the Bloomington, Minnesota, school system's writing assessment program. Depending on their applicability, the exercises may be used to assess the writing performance of fourth-, eighth-, or eleventh-grade students. Thirteen of the exercises are from the National Assessment of Educational…

This summary of the Bloomington, Minnesota, public schools writing assessment program includes background information about the selection of exercises that assessed fourth-, eighth-, and eleventh-grade students' writing abilities, a list of these exercises that were used, and information about the students who were assessed. The results of the…

This teacher's guide is intended to inform the education community of the design of the Louisiana Educational Assessment Program for the 21st Century (LEAP 21) criterion-referenced tests (CRTs). The guide includes the following: an overview of the design of the state tests in English Language Arts (ELA) for grades 4, 8, and 10; sample test items;…

Civics education in the nation's schools informs students about the structures, functions, and processes of government and about the meaningful ways in which citizens can make decisions about public issues and participate in governance. This report, part of the Nation's Report Card program and based on findings from the 1998 National Assessment of…

Supplementary to "NAEP 1996 Trends in Academic Progress," this report describes two aspects of writing for which change has been measured since 1984: writing fluency as determined by holistic scoring; and mastery of the conventions of written English as determined by mechanics scoring. The introduction discusses the layout and means of…

The National Assessment of Educational Progress (NAEP) is the nation's only ongoing survey of what students know and can do in various academic subject areas. This report summarizes the results of the 1998 NAEP civics assessment for the nation. The results are based on an assessment of students at grade 4, grade 8, and grade 12. Students'…

The 1998 National Assessment of Educational Progress (NAEP) civics assessment contained a combination of multiple-choice and open-ended questions. Each student participating in the assessment received two 25-minute sections of questions. Most civics questions measured both knowledge and intellectual skills. In addition, some questions measured…

The relationship between school-level minimum competency testing (MCT) programs and student reading proficiency measured by the 1983-84 National Assessment of Educational Progress was studied in subsamples of 10,367 fourth graders, 10,829 eighth graders, and 13,513 eleventh graders. No advantages of MCT programs were seen in grade 4. (SLD)

This study demonstrates that the validity and usefulness of mathematics achievement tests can be improved by defining psychologically meaningful subscores that yield differential relations with student, teacher, and school variables. The eighth- and tenth-grade mathematics tests from the National Education Longitudinal Study of 1988 (NELS:88) were…

Figural response items (FRIs) in science were administered to 347 fourth graders, 365 eighth graders, and 322 twelfth graders. Item and test statistics from parallel FRIs and multiple-choice questions illustrate FRIs' more difficult and more discriminating nature. Relevance of guessing to FRIs and diagnostic value of the item type are highlighted.…

Describes study that was conducted to evaluate fourth, sixth, and eighth grade students' use of an online catalog to gain bibliographic access to materials in a public library. Differences between online and card catalogs are examined, tests to measure students' skills and preferences are described, and implications for software design are…