Describes different evaluation techniques of student performance in the science laboratory. Evaluation techniques discussed include written reports, test items, practical tests, and observational assessment to evaluate both student performance and to promote development of specific skills. (DS)

Advocates the testing and placement of incoming college students, arguing that students need access to information on their personal attributes and institutional options. Identifies criteria to be considered in selecting placement tests and making placement decisions. Offers suggestions for creating a systematic placement process. (DMM)

Providers of psychoeducational assessment services for hearing-impaired children, from infants to adolescents, were surveyed concerning their educational and experiential background, communication modes used, problems encountered, and educational placements of assessed children. Frequency of use scores and rankings are reported for psychological…

Study assessed the opinions of sophomores and seniors in teacher education and practicing teachers about the use of classroom and standardized tests. Survey results indicated preservice teachers had less favorable attitudes toward classroom testing and more favorable attitudes toward standardized testing. There were no differences between…

The Developmental Activities Screening Inventory II (DASI-II) was administered to a group of 13 toddlers with severe disabilities. Results indicated that interrater reliability was statistically significant across raters for all scores reported by the DASI-II and that test-retest stability was statistically significant across administrations and…

The purpose of this study was to compare the effects of four item selection rules--(1) Fisher information (F), (2) Fisher information with a posterior distribution (FP), (3) Kullback-Leibler information with a posterior distribution (KP), and (4) completely randomized item selection (RN)--with respect to the precision of trait estimation and the…

The 12th iteration of the International Conference on Educational Data Mining (EDM 2019) is organized under the auspices of the International Educational Data Mining Society in Montreal, Canada. The theme of this year's conference is EDM in Open-Ended Domains. As EDM has matured it has increasingly been applied to open-ended and ill-defined tasks…

The Tests of Adult Basic Education (TABE) is a widely used multiple-choice test battery of basic skills in reading, language, and mathematics. The Test of Applied Literacy Skills (TALS) is an applied literacy battery consisting of document, prose, and quantitative literacy tests. The central issue in this study was the relationship of the TABE and…

This summary of assessment information for programming in early childhood special education discusses principles of assessment, specific assessment procedures, and assessment instruments. An overview section on assessment provides definitions of "assessment" and "evaluation" and discusses the importance of assessment for…

This bulletin has three purposes: (1) to discuss the variety of factors which should be considered in the development of a local testing program, providing a basic understanding of what is necessary to implement and maintain a testing program; (2) to suggest several of the significant elements related to the development and maintenance of a…

The College Board has identified several basic intellectual competencies thought to be essential for effective work in all fields of college study, among them listening and speaking. An issue that arises in connection with these competencies is the availability of suitable measures to assess students' development in these areas. This report…

Several issues are related to the use of educational tests. First, test users must be able to choose appropriate tests, interpret scores, and make decisions based on scores. In the field of educational testing, few test users have adequate training in these areas. Second, test makers must clearly specify directions for administration, allowable…

This is the third of three volumes designed to cover the problems and issues of developing and managing a formal assessment program. They also offer guidelines and illustrations of several of the more special aspects of assessment programs, such as administering tests or documenting their results. This volume contains summaries of technical…

This paper reports the results of the second of a series of collaborative studies examining how children acquire the skills to represent and solve verbal addition and subtraction problems. The purpose of this study was to identify the cognitive processing capabilities of a group of Tasmanian (Australian) children. Fifteen cognitive tests were…

Standards for evaluating criterion-referenced tests are presented. Twenty-one standards, grouped in three categories, are discussed. Category one is defined as measurement properties and is comprised of conceptual validity, including description of the domain, test item agreement with objectives, and item representativeness of the objectives; and…