ERIC ED366616: Testing in America's Schools. Policy Information Rep...

	ERIC ED366616: Testing in America's Schools. Policy Information Rep...
	by ERIC
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	This report provides a profile of state testing programs
	in 1992-93, as well as a view of classroom testing
	practices by state, school district, school, or
	individual teacher. Information, taken from a variety of
	sources, including the National Assessment of Educational
	Progress and a General Accounting Office study, indicates
	that the multiple-choice test remains dominant. The most
	prevalent purposes of state programs are accountability,
	instructional improvement, and program evaluation.
	Virtually all states test in mathematics and language,
	and most also test in science, writing, and social
	studies. Thirty-eight programs include writing samples,
	and 34 states use norm-referenced tests while 34 use
	criterion-referenced tests. Seventeen use some form of
	performance assessment, and six collect student
	portfolios. At least 36 percent of all students were
	tested in state programs in 1992-93. Only one state uses
	a norm-referenced test for high school graduation
	purposes, while 20 use criterion-referenced tests. In the
	classroom, in contrast, non-multiple-choice tests appear
	to be the predominant mode. It is also concluded that
	patterns of traditional and alternative testing in the
	classroom are very similar for students of different
	races, ethnicity, ability groups, and resource adequacy.
	Fifteen figures and three tables present study
	information. Document notes refer readers to information
	sources. Four appendix tables amplify the information.
	(SLD)

	Date Published: 2014-10-23 13:35:00
	Identifier: ERIC_ED366616
	Item Size: 35161840
	Language: english
	Media Type: texts

	# Topics
	ERIC Archive; Ability; Accountability...

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