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Pastore, Serafina – Teacher Development, 2023
Over recent decades, a great amount of attention has been globally directed to school achievement evidenced by large-scale assessment programmes. Additionally, there has been an increase in expectations regarding teachers' use of data. Against this backdrop, there arose a clear demand for assessment-literate teachers, mapping out the changes that…
Descriptors: Foreign Countries, Teacher Attitudes, Standardized Tests, Test Use
Zhao, Ran; Coss, Matthew D.; Ruan, Henry; Li, Bailu; Ma, Jing – Foreign Language Annals, 2023
This study reports the results of a national survey of the types and uses of assessments for matriculating secondary students into college Chinese language programs. In addition to providing an overview of college placement procedures obtained from 35 college Chinese programs, the survey also probed into the rationales behind the varied placement…
Descriptors: High School Graduates, Student Placement, College Second Language Programs, Chinese
Prestridge, John – Alabama Journal of Educational Leadership, 2023
The global pandemic left many schools across the country content with low expectations regarding student achievement (Gross & Opalka, 2020). It seemed as though learning loss and academic struggles would become the norm for students throughout the country, particularly in mathematics. Though few states could maintain or improve math…
Descriptors: School Districts, COVID-19, Pandemics, Mathematics Achievement
Stoltenberg, Charles D. – ProQuest LLC, 2023
In recent years, there has been a shift back toward standardized assessment scores as an accountability metric for school districts from state policy makers. In response, Standards Based Grading has become a popular reform among school districts as a means to provide a greater predictability of student outcomes on standardized assessments.…
Descriptors: Academic Standards, Grading, Academic Achievement, Standardized Tests
Lockwood, Adam B.; Farmer, Ryan L.; Krach, S. Kathleen – Journal of Psychoeducational Assessment, 2022
Despite a call for evidence-based practice in school psychology, limited research on the topic of evidence-based assessment exists. To begin to address this gap in the research, a modified version of Jenson-Doss and Hawley's (2010) Attitudes Toward Standardized Assessment (ASA) scale was administered to 371 U.S. school psychologists. Examination…
Descriptors: School Psychologists, Attitudes, Evaluation Methods, Standardized Tests
Graunke, Steven S.; Hansen, Michele J.; Wint, Errol; Moody, Matthew – College and University, 2022
Indiana University-Purdue University Indianapolis (IUPUI) was one of many universities that adopted a test-optional admissions policy for the Fall 2021 incoming cohort. However, unlike many institutions that went to test-optional admissions out of necessity, the decision made by IUPUI faculty and administration was thoroughly considered, data…
Descriptors: College Admission, Admission Criteria, Educational Policy, College Entrance Examinations
Foundation for Excellence in Education (ExcelinEd), 2022
The expansion of student opportunity through the flexible spending of Education Scholarship Accounts (ESAs) builds in direct accountability to the parents who choose and hold the power of the purse. Families can select different schools and service providers if they are dissatisfied with how their student is faring. But ESAs can also be designed…
Descriptors: Educational Vouchers, Accountability, Standardized Tests, Academic Achievement
Elias Michael Nader – ProQuest LLC, 2024
This study investigates the influence of Explicit Instruction (EI) on the mathematics achievement of students attending Belmont Middle School (BMS). There is an urgent need for schools to evaluate the instructional strategies they have been adopting to identify whether they have any significant impact on students' mathematics performance. With the…
Descriptors: Middle School Students, Mathematics Achievement, Teaching Methods, Mathematics Instruction
Levatino, Antonina; Parcerisa, Lluís; Verger, Antoni – Educational Policy, 2024
Under test-based accountability, side-effects--including practices to inflate test results, often seen as cheating--are usually associated to so-called high-stakes policies. However, the influence of different types of stakes in the generation of this type of practices has been overlooked in education research. Based on a survey experiment, our…
Descriptors: Accountability, Educational Policy, Teacher Attitudes, Teacher Motivation
Laurel Ada McKinnon Barnes – ProQuest LLC, 2024
Project based learning (PBL), a well-known pedagogical approach, is becoming more widely recognized for creating and sustaining student engagement and motivation in 21st-century learning while improving academic achievement. Teachers support this hands-on, collaborative approach and see it as beneficial for students of all learning modalities, but…
Descriptors: Problem Based Learning, Teacher Attitudes, Elementary School Teachers, Bilingual Students
West Virginia Department of Education, 2024
The purpose of educational assessments is to provide an academic check-up and to give educators and parents meaningful information on what students know and can do, and how well they are progressing toward college and career readiness. Assessments strive to show how well students perform on clearly defined standards and skills that are being…
Descriptors: Educational Legislation, Elementary Secondary Education, Federal Legislation, Equal Education
Kingsbury, Ian; Maranto, Robert; Beck, Dennis – Journal of School Choice, 2021
Cyber charter schools may increase access to a range of educational offerings, but they substantially underperform traditional public schools on measured academic performance, as demonstrated in a range of studies with distinct samples and methods. Artificial testing conditions offer a possible explanation. In contrast to face-to-face students,…
Descriptors: Charter Schools, Virtual Schools, Academic Achievement, Standardized Tests
Saclarides, Evthokia Stephanie; Kane, Britnie Delinger – Educational Forum, 2023
Through this retrospective interview study, we explored the ways in which coaches described how their daily work with teachers was impacted by a pervasive culture of pressure surrounding standardized assessment and achievement in one school district. Ultimately, we identified five ways in which coaches' work with teachers was impacted as a result…
Descriptors: Standardized Tests, Coaching (Performance), Faculty Development, Accountability
Michelle Wong – ProQuest LLC, 2023
Teacher data use is often centered around standardized testing. Such data use that is commonly centered on standardized tests and used during professional development does not necessarily transform teacher practice toward equity and fails to change teacher conceptualizations of students while also perpetuating inequitable practices. Conversely,…
Descriptors: Data Use, Standardized Tests, Faculty Development, Outcomes of Education
Federica Ferretti; Alessandro Gambini; Camilla Spagnolo – European Journal of Science and Mathematics Education, 2024
As highlighted in the literature, one of the main difficulties in mathematics is the management of different semiotic representations. This difficulty occurs in verticals throughout schooling and is often an obstacle to the proper learning process of mathematics. The present study aims to investigate the different facets of these difficulties with…
Descriptors: Semiotics, Mathematics Education, Mathematics Tests, Test Items