A Study of Some of the Available Achievement Tests in Reading, Arithmetic and English PDF Download
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Author: Irene Elizabeth Connoran
Publisher:
ISBN:
Category :
Languages : en
Pages : 150
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Author: Irene Elizabeth Connoran
Publisher:
ISBN:
Category :
Languages : en
Pages : 150
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Author: National Center for Health Statistics (U.S.)
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 80
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Author: Sidney Namkin
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 420
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Author: Vincent D'Oyley
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 82
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Author: John Thomas Dailey
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 76
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![Misc[ellaneous]. PDF](https://books.google.com/books/content/images/frontcover/ecQnAAAAMAAJ?fife=w80-h100)
Author: United States. Office of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 972
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Author: Board on Testing and Assessment
Publisher: National Academies Press
ISBN: 0309525047
Category : Education
Languages : en
Pages : 86
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Book Description
In his 1997 State of the Union address, President Clinton announced a federal initiative to develop tests of 4th-grade reading and 8th-grade mathematics that would provide reliable information about student performance at two key points in their educational careers. According to the U.S. Department of Education, the Voluntary National Tests (VNT) would create a catalyst for continued school improvement by focusing parental and community-wide attention on achievement and would become new tools to hold school systems accountable for their students' performance. The National Assessment Governing Board (NAGB) has responsibility for development of the VNT. Congress recognized that a testing program of the scale and magnitude of the VNT initiative raises many important technical questions and requires quality control throughout development and implementation. In P.L. 105-78, Congress called on the National Research Council (NRC) to evaluate a series of technical issues pertaining to the validity of test items, the validity of proposed links between the VNT and the National Assessment of Educational Progress (NAEP), plans for the accommodation and inclusion of students with disabilities and English-language learners, plans for reporting test information to parents and the public, and potential uses of the tests. This report covers phase 1 of the evaluation (November 1997-July 1998) and focuses on three principal issues: test specifications and frameworks; preliminary evidence of the quality of test items; and plans for the pilot and field test studies, for inclusion and accommodation, and for reporting VNT results.
Author: United States. Division of Vocational Education
Publisher:
ISBN:
Category : Vocational education
Languages : en
Pages : 1298
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Author: National Research Council
Publisher: National Academies Press
ISBN: 030916981X
Category : Education
Languages : en
Pages : 384
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In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four-decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large-scale cross-national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second-language acquisition. The papers prepared for this symposium and discussions of those papers make up the volume, representing the most up-to-date and comprehensive assessment of methodological strengths and weaknesses of international comparative studies of student achievement. These papers answer the following questions: (1) What is the methodological quality of the most recent international surveys of student achievement? How authoritative are the results? (2) Has the methodological quality of international achievement studies improved over the past 40 years? and (3) What are promising opportunities for future improvement?
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974
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