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ERIC Number: ED467428
Record Type: RIE
Publication Date: 1997-Oct
Pages: 47
Abstractor: N/A
The Full Measure: Report of the NASBE Study Group on Statewide Assessment Systems.
National Association of State Boards of Education, Alexandria, VA.
Nearly every state is engaged in what is generally being called standards-based reform, the development of statewide academic goals and guidelines in core subjects, with new state tests that will measure students progress toward these goals. The first chapter of this report describes how the Study Group on Statewide Assessment of the National Association of State Boards of Education began considering the testing aspect of standards-based reform, and then proposes two recommendations: (1) a states assessment system should be designed to ensure that all students have the opportunity, assistance, and incentives to meet the states academic standards; and (2) state assessments should be only one component of a larger system of evaluation and accountability that also includes system evaluation through multiple indicators, professional development, student remediation plans, and public engagement. The second chapter discusses elements of an effective state assessment system and outlines the characteristics that will be necessary. The third chapter discusses implementation issues for state assessment issues, including linkages with higher education and professional education and the costs of such assessment. Four appendixes contain a glossary; National Assessment of Educational Progress reading frameworks; standards for program, project, and material evaluation; and a list of consultants to the study group. (Contains 54 references.) (SLD)
NASBE Publications, 1012 Cameron St., Alexandria, VA 22314 ($12 plus $2 shipping and handling). Tel: 800-220-5183 (Toll Free); Web site:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Association of State Boards of Education, Alexandria, VA.
Grant or Contract Numbers: N/A