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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...
# Collections
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