State‐wide testing programs

Peterson, Shailer

doi:10.1002/sce.3730270407

Cited by 3 publications

(3 citation statements)

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“…Throughout the '30s more states followed the Iowa model. Unlike in past tests, the results did not simply chart individual student ability; but rather they were seen as a way to "diagnose and monitor" schools and students (Peterson, 1983).…”

Section: -1949mentioning

confidence: 99%

Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

Rivera¹

2011

Career and Technical Education Research

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Section: -1949mentioning

confidence: 99%

Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

Rivera¹

2011

Career and Technical Education Research

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“…Schools that did not choose the individualized approach gave as a reason that it complicated test administration and did not fit with their curriculum structure. 31…”

Section: The Professional Use Of Achievement Testingmentioning

confidence: 99%

Chapter VII: Achievement Testing in American Schools

D’Agostino

2000

Teachers College Record: The Voice of Scholarship in Education

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“…Peterson (87) found that twenty-eight of the states have had at one time and nineteen of the states now have coordinated statewide testing programs. All pupils at the grade levels served participate in only eight of the nineteen states.…”

Section: Coordinated Testing Programs: Statewide Regional and Nationalmentioning

confidence: 99%

Chapter VI: Tests and Measurement

Gerberich¹

1945

Review of Educational Research

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CONDENSATION into one chapter of material equivalent to that covered by Greene, Jorgensen, and Gerberich (56) in the December 1938 issue of this REVIEW has necessitated arbitrary decisions concerning types of material to be reviewed. This report, therefore, is limited to literature, concerned mainly with the measurement of relatively tangible instructional outcomes and the interpretation and guidance uses of results from such measurement. In a recent issue of this REVIEW (45), Cornell (22) and Traxler (115) reviewed the construction of, and Freeman (52) and Darley (28), the application of results from, respectively, tests of intelligence and measurements of personality and character, and Sells (100) dealt with the measurement and prediction of abilities. General Textbooks and Reference SourcesGreene, Jorgensen, and Gerberich (55, 56) wrote complete revisions of the two general texts for the elementary school and the secondary school which appeared in the middle thirties under the authorship of Greene and Jorgensen. Remmers and Gage (93) brought out a book on measurement and evaluation, and Darley (29) wrote on testing and counseling in the guidance program of the high school. Brereton (13) furnished general and historical backgrounds and proposed reforms for the examination system in English schools.Greene and Crawford (54) revised the Greene workbook in educational measurement and evaluation. McKown (80) wrote for the benefit of students on how to pass a written examination. Swineford and Holzinger (109,110,111) continued their annual reviews of periodical literature on the theory of test construction. Problems Involved in Educational MeasurementScates (98) outlined five major respects in which scientists and measurement specialists differ markedly from the classroom teacher in their criteria of measurement. He generalized that measurement specialists, thru their primary interest in details, specifics, and formalities, have largely failed in standardized tests to attain measurement of the totality of behavior with which the teacher is directly concerned. The five major differences listed and discussed are:1. The demand for rigor; the scientist seeks truth and broad generalizations, while the teacher seeks information of direct, practical value.2. The approach to complexity; the scientist is interested in elements, whereas the teacher is interested in functioning organisms. 408 at FUDAN UNIV LIB on May 15, 2015 http://rer.aera.net Downloaded from December 1945 TESTS AND MEASUREMENT3. The attitude toward immediacy; the measurement specialist cannot measure continuously, but the teacher needs to and must measure continuously.4. The concept of human development; the scientist measures traits uniform thruout their range, but the teacher measures growth in stages.5. The attitude toward vital aspects of learning; the measurement specialist generally measures formal abilities by cross-sectional power tests, but the teacher must be concerned with behavioral dynamics and abilities in life situations.

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State‐wide testing programs

Cited by 3 publications

References 0 publications

Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

Chapter VII: Achievement Testing in American Schools

Chapter VI: Tests and Measurement

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