Assessment Weblinks

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American Council on Education [1] ACE, the major coordinating body for all the nation's higher education institutions, seeks to provide leadership and a unifying voice on key higher education issues and to influence public policy through advocacy, research, and program initiatives.

American Evaluation Association [2] Devoted to the application and exploration of evaluation in all its forms.

Appropriate Use of High-Stakes Testing in Our Nation's Schools [3] Testing is an extremely valuable part of educational assessment, but it is only a part of the formula for quality learning. When tests are used in high-stakes circumstances, a number of safeguards must be in place. Because the stakes are so high for so many students, additional research should begin immediately to learn more about the intended and unintended consequences of testing in educational decision making. If tests are going to be used to determine which students will advance and what subjects schools will teach, it is imperative that we understand how best to measure student learning and how the use of high-stakes testing will affect student drop-out rates, graduation rates, course content, levels of student anxiety, and teaching practices. The bottom-line question, as yet unanswered, is: What will be the long-term effect of high-stakes testing on student achievement? Will it enhance or diminish broad-based learning?

Association of Test Publishers [4] Established in 1992, The Association of Test Publishers is a non-profit organization representing providers of tests and assessment tools and/or services related to assessment, selection, screening, certification, licensing, educational or clinical uses.

CAL Resource Guides On Line: Resources for ESL Assessment [5] This site includes information on digests, books, websites, email discussion groups, and ERIC documents.

Code of Fair Testing Practices [6] The Code of Fair Testing Practices in Education is a guide for professionals in fulfilling their obligation to provide and use tests that are fair to all test takers regardless of age, gender, disability, race, ethnicity, national origin, religion, sexual orientation, linguistic background, or other personal characteristics.

Code of Professional Responsibilities in Educational Measurement [7] The Code of Professional Responsibilities in Educational Measurement serves as a guide to inform and remind those involved in educational assessment of their obligations to uphold the integrity of the manner in which assessments are developed, used, evaluated, and marketed. Moreover, it is expected that the Code will stimulate thoughtful discussion of what constitutes professionally responsible assessment practice at all levels in education.

CRESST: The National Center for Research on Evaluation, Standards, and Student Testing [8] UCLA Center for the Study of Evaluation (CSE) and, more recently, the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) have been on the forefront of efforts to improve the quality of education and learning in America. Located within UCLA's Graduate School of Education & Information Studies, CSE/CRESST has pioneered the development of scientifically based evaluation and testing techniques, vigorously promoting the accurate use of data, test scores, and technology for improved accountability and decision making.

Educational Testing Service [9] Educational Testing Service is the world's largest private educational testing and measurement organization and a leader in educational research. The company serves the needs of individuals, educational institutions, and government bodies in almost 200 countries. ETS develops and administers more than 12 million tests worldwide.

Educational Testing Service: Disabilities and Testing [10] This site provides information to test applicants with disabilities who seek approval of reasonable testing accommodations.

Eisenhower National Clearing House Assessment Links [11] The mission of the Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) is to identify effective curriculum resources, create high-quality professional development materials, and disseminate useful information and products to improve K-12 mathematics and science teaching and learning.

EFF Assessment Resource Collection [12] The EFF Assessment Resource Collection (ARC) contains resources for the adult literacy field to align curriculum, instruction, assessment and reporting with the EFF Content Standards.

Equipped for the Future Special Collection [13] The Equipped for the Future Special Collection brings EFF related resources and expertise to a single point of access for multiple users working in adult and family literacy education. The collection includes materials developed by EFF partners and other quality materials relevant to standards-based education and program improvement.

ERIC: Education Resources Information Center [14] The ERIC database is the world's largest education database. Begun in 1966, it is composed of more than one million bibliographic records. The goal of the new ERIC is to provide more education materials quicker, and more directly, to audiences through the Internet.

Fair Test: The National Center for Fair & Open Testing [15] The National Center for Fair & Open Testing (FairTest) works to end the misuses and flaws of standardized testing and to ensure that evaluation of students, teachers and schools is fair, open, valid and educationally beneficial.

The GED and Students with LD and/or ADHD [16] Explains students' experiences struggling to take the test, and provides clear information on how to obtain information and help on testing accommodations.

Guidelines for Inclusive Test Administration [17] This document, by CTB/McGraw-Hill, provides guidelines on the use and appropriate interpretation of the results of inclusive test administrations. These guidelines are intended to facilitate the valid interpretation of individual student results and valid comparisons of year-to-year and group-to-group summary data. Does not address the range of issues facing LEP students.

The Joint Committee on Standards for Educational Evaluation [18] This has program, personnel, and student standards, as well as a listing of related publications.

The Joint Committee on Testing Practice [19] The Joint Committee on Testing Practices (JCTP) was established in 1985 by the American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education (NCME). The American Counseling Association (ACA) and the American Speech-Language-Hearing Association (ASHA) joined JCTP in 1987. The National Association of School Psychologists (NASP) and the National Association of Test Directors (NATD) has since joined JCTP, which now consists of ACA, AERA, APA, ASHA, NASP, NATD, and NCME. According to its bylaws, JCTP provides "a means by which professional organizations and test publishers can work together to improve the use of tests in assessment and appraisal."

LINCS Special Collection in Assessment [20] The Assessment Special Collection provides access to quality on-line resources to practitioners and administrators dealing with learner assessment issues in adult literacy programs.

Literacies is a Canadian journal published in British Columbia in print and online. An issue on assessment and accountability will be found at [21]

National Assessments of Adult Literacy [22] The National Assessments of Adult Literacy (NAAL) is a nationally representative and continuing assessment of English language literacy skills of American adults. It seeks to: describe the status of adult literacy in the U.S.; report on national trends; and identify relationships between literacy and selected characteristics of adults.

National Center on Educational Outcomes [23] The National Center on Educational Outcomes provides national leadership in the participation of students with disabilities in national and state assessments, standards-setting efforts, and graduation requirements.

National Council on Measurement in Education [24] The mission of NCME includes: Encouragement of scholarly efforts to advance the science of measurement in the field of education; improve measurement instruments and procedures for their administration, scoring, interpretation, and use; and improve applications of measurement in assessment of individuals and evaluations of educational programs. Dissemination of knowledge about theory, techniques, and instrumentation available for measurement of educationally relevant human, institutional, and social characteristics; procedures appropriate to the interpretation and use of such techniques and instruments; and applications of educational measurement in individual and group evaluation studies. (Click on publications, then: "ITEMS: The Instructional Topics in Educational Measurement Series")

National Reporting System For Adult Education [25] The web site for information, resources and training relating to the National Reporting System (NRS).

NCLE Resource Collection: Assessment and Evaluation in Adult ESL [26] NCLE's Resource Collections bring together information and resources on topics of interest to those working in the field of adult ESL. The purpose of the collections is to provide a starting point for exploration--an overview of the reports, articles, organizations, and other resources that are currently available on specific topics.

Practical Assessment, Research, and Evaluation [27] Practical Assessment, Research and Evaluation (PARE) is an on-line journal supported, in part, by the Department of Measurement, Statistics, and Evaluation at the University of Maryland, College Park. Its purpose is to provide education professionals access to refereed articles that can have a positive impact on assessment, research, evaluation, and teaching practice, especially at the local education agency (LEA) level.

Reading Assessment Database for Grades K-2 [28] Every published reading assessment appropriate for use in Grades K-2 has been summarized in SEDL's Reading Assessment Database.

Rights and Responsibilities of Test Takers: Guidelines and Expectations [29] The purpose of the Guidelines and Expectations is to inform and to help educate not only test takers, but also others involved in the testing enterprise so that measurements may be most validly and appropriately used. This document is intended to encourage positive and high quality interactions between testing professionals and test takers.

SABES Assessment Support Website [30] This Web site has been designed to help program managers, teachers, and other practitioners deal effectively with the learning gain assessment and reporting requirements in DOE-funded ABE programs in Massachusetts.

SABES Bibliography - Assessment and Evaluation From the regions: [31] From the Assessment Support Website: [32]

SRI International (Stanford Research Institute) [33] SRI International is an independent, nonprofit research institute that conducts client-supported research and development for government agencies, commercial businesses and nonprofit foundations. SRI is well known, in part, for studying the public policy areas of education, health, and economic development.

The Standards for Educational and Psychological Testing [34] This provides information on the content of this textbook, as well as information for purchase.

West Ed [35] WestEd is a nonprofit research, development, and service agency that works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults.

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