Mathematics, Basic Writing Skills in the Language Arts, Reading. Connecticut Basic Skills Proficiency Test 1985-86. Summary and Interpretations.

Institution	Connecticut State Board of Education, Hartford.
Titel	Mathematics, Basic Writing Skills in the Language Arts, Reading. Connecticut Basic Skills Proficiency Test 1985-86. Summary and Interpretations.
Quelle	(1986), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Basic Skills; Cutting Scores; Diagnostic Tests; Grade 9; Language Arts; Mathematics Skills; Minimum Competency Testing; Reading Skills; Remedial Programs; Secondary Education; State Programs; State Standards; Test Construction; Testing Programs; Trend Analysis; Writing Skills; Connecticut + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Basic skill; Grundfertigkeit; Diagnostic test; Diagnostischer Test; School year 09; 9. Schuljahr; Schuljahr 09; Sprachkultur; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Förderprogramm; Sekundarbereich; Regierungsprogramm; Testaufbau; Trendanalyse; Writing skill; Schreibfertigkeit
Abstract	Connecticut's Basic Skills Proficiency Test, administered for the sixth time in October 1985, measures reading, language arts, mathematics, and writing skills. The test was intended to identify students who require further diagnosis and remediation in order to participate successfully in ninth grade classes. Results indicated that over 90 percent of the examinees scored at or above the Statewide Level of Expected Performance (SLOEP) for the second consecutive year. Mathematics showed the greatest improvement over the previous year in average score, although there continues to be an indication of greater need in mathematics. The average score and the percent at or above SLOEP were substantially higher than the figures for the 1980 test administration. The 1985 performance of urban students improved from the previous year in mathematics, language arts, and writing. The percent meeting or surpassing SLOEP also improved since 1980, with a 34 percent gain in mathematics. Of a total of 5,790 students in possible need of remedial assistance, 3,711 or 64 percent fell below SLOEP on only one subtest. Large cities had the highest percentage of students (37 percent) needing remedial assistance. (This booklet contains a description of the testing program, graphs, data tables, and holistically scored writing samples.) (Author/GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC