The philosophy of the District of Columbia Public School System is that evaluation should help to determine what was intended, what was done, and what was the result. It should contribute to improvement and should involve students, staff, and parents. Two essential components of the District's evaluation system are the data bank and field studies.…

Results of nationwide studies show that standardized achievement test scores of public school children have declined since the mid-1960's, after decades of steady improvement. This seems to be true regardless of grade level, subject tested, or geographic area. Comparing Tacoma's performance with that of the nation and school systems like it as a…

This 1974-75 evaluation report of the Title VII Cleveland Bilingual Education Program discusses the degree to which process objectives were implemented and product objectives attained, and the impressions of project and school staff and parents. The goals of the bilingual program were to develop the ability to communicate and function in Spanish…

The third section of a four-art technical report on Florida's Statewide Assessment Program provides statewide results of tests of reading-related skills in grades 2 and 4 and recommendations based on the results. A description of the reading-related skills is provided in Chapter 1, which covers assessment of reading skills, organization of…

Reports on the rationale and processes behind the composition and evaluation of the Advanced Placement European History examination, focusing special attention on changes introduced in 1994. Discusses reasons for adding an additional thematic essay for the 1994 test. (CFR)

This booklet reports on the 1994 National Assessment of Educational Progress (NAEP) in geography for 4th, 8th, and 12th grade students, a test given for the first time to establish baseline data for measuring student progress in geography well into the future. The booklet contains the following sections: (1) Why We Assess Geography; (2) The 1994…

This booklet reports on the 1994 National Assessment of Educational Progress (NAEP) in U.S. History for 4th, 8th, and 12th grade students. The booklet contains the following sections: (1) Why We Assess History; (2) Preparing the 1994 NAEP U.S. History Assessment; (3) What is NAEP? (4) Creating a Framework for the U.S. History Assessment, with What…

This study was part of a larger study investigating the influence of group collaboration during a group assessment on performance of the group and subsequent widespread performances. This study compared the verbal interactions of students while they completed a science assessment in small collaborative groups with their performance on the same…

This book for college faculty provides a resource for developing, using, and grading classroom exams. The first chapter addresses ways to determine what content should be included on an exam. The second chapter identifies testing considerations such as number of exams, difficulty level of items, and test length. Chapters 3 and 4 provide guidelines…

The 1990s show distinct changes from the 1960s in terms of the views held by education practitioners, policymakers, and the public concerning the National Assessment of Educational Progress (NAEP). Developments such as the national education goals, the prospect of voluntary national education standards, and the possibility of a national system of…

Results from testing programs in the Newark (New Jersey) public schools for 1991-92 are discussed. The system used three testing programs in the school year: (1) the Newark Uniform Testing Program (Stanford Achievement Series, eighth edition); (2) the New Jersey Statewide Testing System; and (3) the Bilingual Testing Program. Results of the Newark…

The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…

The "General Report" and "Executive Summary" provide information about the performance of the public school system of Utah. The Utah Statewide Educational Assessment (USEA) Program began in 1975 and has continued every 3 years through the April 1990 assessment, to be replaced in fall 1990 by a new testing program. The new…

Results of the third administration of the Massachusetts Educational Assessment Program (MEAP), a statewide testing program for fourth-, eighth-, and 12th-grade students, are summarized. The assessment contains multiple-choice and open-ended questions in reading. mathematics, science, and social studies. In 1990, approximately 155,000 students…

A five-week intensive Literacy-Homecraft course (residential) for 13 women was conducted to accelerate learning and propel learners toward satisfactory achievement. At the end of the course, 10 of the 13 were reading graded material with reasonable accuracy, fluency and comprehension. Two were making fair progress, but probably will not retain…