ERIC Number: ED344915
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Developing Item Bank Based Achievement Tests and Curriculum-Based Measures: Lessons Learned Enroute.
Mengel, Bill E.; Schorr, Larry L.
The experience of the Colorado Springs (Colorado) Public Schools (CSPS) in using different assessment forms for different purposes is detailed. A small niche is reserved for national norm-referenced testing to fill the state achievement testing mandate and for Chapter 1 accountability. A second, and larger, part of the assessment program will be in the performance area. At the present, the CSPS district is beginning to develop performance assessments, starting with portfolio and writing assessment. A third dimension, the major focus of this paper, is curriculum-aligned levels testing. One approach will use a traditional format of assessment of basic (but not necessarily lower-order) skills with multiple-choice items, drawing content from the Rasch-calibrated item banks of the Northwest Evaluation Association. Construction of these District Achievement Levels Tests (DALT) is discussed. A second approach is through curriculum-based measurement (CBM) currently used in assessing oral reading, written expression, spelling, and computation. Problems that the district has addressed in DALT and CBM are described. (SLD)
Descriptors: Accountability, Achievement Tests, Compensatory Education, Educational Assessment, Elementary Secondary Education, Item Banks, Multiple Choice Tests, National Norms, Norm Referenced Tests, Performance Based Assessment, Portfolios (Background Materials), Public Schools, School Districts, State Programs, Test Construction, Testing Programs, Writing Evaluation
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1