1985 Interpretive Panel Results: Educators Set Performance Expectations. Assessment Report 13: An Update on the Alaska Statewide Testing Program.

Institution	Alaska State Dept. of Education, Juneau. Office of Evaluation, Assessment and Research.
Titel	1985 Interpretive Panel Results: Educators Set Performance Expectations. Assessment Report 13: An Update on the Alaska Statewide Testing Program.
Quelle	(1986), (10 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Achievement Tests; Cutting Scores; Educational Assessment; Educational Trends; Elementary Education; Grade 4; Grade 8; Item Analysis; Mathematics Achievement; Norm Referenced Tests; Reading Achievement; State Programs; Test Interpretation; Test Results; Testing Programs; Alaska + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Bildungsentwicklung; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Itemanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Regierungsprogramm; Test analysis; Testauswertung
Abstract	In 1985, reading and mathematics achievement tests were administered to nearly 15,000 fourth and eighth graders in Alaska. Educators comprising the Interpretive Panel developed a minimum and a desired level of performance. Scores below the minimum indicated a weakness; scores above it, a strength, and scores between, satisfactory achievement. The Panel cautioned: (1) that the tests were not minimum competency tests and that students were not expected to answer all items correctly; (2) that each school district had an individual curriculum; and (3) that reviewers should be cautious about making generalizations. Results indicated fourth graders performed best in mathematics and had trouble with every reading subtest. This was the opposite of the 1983 results. Eighth graders also showed greater strengths in mathematics than in reading. A number of skills were listed which consistently needed improvement in all three previous years of testing. An article explaining test score decline is also included. Recently, it has been found that almost every school has been using a different set of achievement tests, and being compared to a different norm group. This is because in the past year or two, developers of the SRA achievement tests, Metropolitan Achievement Tests, Comprehensive Tests of Basic Skills, California Achievement Tests, and Iowa Tests of Basic Skills have all developed new tests with new norms. (GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC