Standardized test is a test that is administered and scored in a consistent, or "standard", manner. Standardized tests are designed in such a way that the questions and interpretations are consistent and are administered and scored in a predetermined, standard manner.
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community, a course, an academic program, the institution, or the educational system as a whole. The word "assessment" came into use in an educational context after the Second World War.
The No Child Left Behind Act of 2001 (NCLB) was a U.S. Act of Congress promoted by the Presidency of George W. Bush. It reauthorized the Elementary and Secondary Education Act and included Title I provisions applying to disadvantaged students. It mandated standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. To receive federal school funding, states had to create and give assessments to all students at select grade levels.
The UCLA School of Education and Information Studies is one of the academic and professional schools at the University of California, Los Angeles. Located in Los Angeles, California, the school combines two departments. Established in 1881, the school is the oldest unit at UCLA, having been founded as a normal school prior to the establishment of the university. It was incorporated into the University of California in 1919.
Educational evaluation is the evaluation process of characterizing and appraising some aspect/s of an educational process.
The National Assessment of Educational Progress (NAEP) is the largest continuing and nationally representative assessment of what U.S. students know and can do in various subjects. NAEP is a congressionally mandated project administered by the National Center for Education Statistics (NCES), within the Institute of Education Sciences (IES) of the United States Department of Education. The first national administration of NAEP occurred in 1969. The National Assessment Governing Board (NAGB) is an independent, bipartisan board that sets policy for NAEP and is responsible for developing the framework and test specifications.The National Assessment Governing Board, whose members are appointed by the U.S. Secretary of Education, includes governors, state legislators, local and state school officials, educators, business representatives, and members of the general public. Congress created the 26-member Governing Board in 1988.
Evidence-based practice is the idea that occupational practices ought to be based on scientific evidence. While seemingly obviously desirable, the proposal has been controversial, with some arguing that results may not specialize to individuals as well as traditional practices. Evidence-based practices have been gaining ground since the formal introduction of evidence-based medicine in 1992 and have spread to the allied health professions, education, management, law, public policy, architecture, and other fields. In light of studies showing problems in scientific research, there is also a movement to apply evidence-based practices in scientific research itself. Research into the evidence-based practice of science is called metascience.
Universitas Terbuka is Indonesia state university that employs an Open and Distance Learning (ODL) system to widen access to higher education to all Indonesian citizens, including those who live in remote islands throughout the country, and in various parts of the world. It has a total student body of 1,045,665. According to a distance education institution in the UK, which published "The Top Ten Mega Universities", UT-3 ranks closely with universities from China and Turkey.
Linda Darling-Hammond is an American academic who is the Charles E. Ducommun Professor of Education Emeritus at the Stanford Graduate School of Education. She was also the President and CEO of the Learning Policy Institute. She is author or editor of more than 25 books and more than 500 articles on education policy and practice. Her work focuses on school restructuring, teacher education, and educational equity. She was education advisor to Barack Obama's 2008 presidential campaign and was reportedly among candidates for United States Secretary of Education in the Obama administration.
Eva L. Baker is a distinguished professor currently at the University of California, Los Angeles, the former acting dean of the Graduate School of Education & Information Studies and current director of the National Center for Research on Evaluation, Standards, and Student Testing.
Arts integration differs from traditional education by its inclusion of both the arts discipline and a traditional subject as part of learning The goal of arts integration is to increase knowledge of a general subject area while concurrently fostering a greater understanding and appreciation of the fine and performing arts. The John F. Kennedy Center for the Performing Arts defines arts integration as "an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject and meets evolving objectives in both."
Eric Alan Hanushek is an economist who has written prolifically on public policy with a special emphasis on the economics of education. Since 2000, he has been a Paul and Jean Hanna Senior Fellow at the Hoover Institution, an American public policy think tank located at Stanford University in California. He was awarded the Yidan Prize for Education Research in 2021.
Out-of-school learning is an educational concept first proposed by Lauren Resnick in her 1987 AERA presidential address, which consists of curricular and non-curricular learning experiences for pupils and students outside the school environment.
Harold O'Neil is an American psychologist.
Peter Goldschmidt is an American academic who is a senior researcher at UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) and a contributor to a compilation of essays and studies entitled Unequal Schools, Unequal Chances. Dr. Goldschmidt's research interests include investigating proper methods for monitoring student and school performance. His focus involves mediating and moderating factors such as community, organization, and policy effects on student outcomes by applying innovative cross-sectional and longitudinal random effects models to analyses of school quality, cost effectiveness studies, and program evaluations. His interests also include the effect of schooling on the transition to work and comparisons with international education systems.
Alison L. Bailey is a professor and Division Head of Human Development and Psychology in the Department of Education, School of Education and Information Studies at the University of California, Los Angeles and a Faculty Partner at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Joan L. Herman is the Director of University of California, Los Angeles's National Center for Research on Evaluation, Standards, and Student Testing (CRESST). With experience as an evaluator of school reform, she has researched the effects of testing on schools and the design of assessment systems to support school planning and instructional improvement. Her recent work has focused on the validity and utility of teachers' formative assessment practices in science.
Teacher quality assessment commonly includes reviews of qualifications, tests of teacher knowledge, observations of practice, and measurements of student learning gains. Assessments of teacher quality are currently used for policymaking, employment and tenure decisions, teacher evaluations, merit pay awards, and as data to inform the professional growth of teachers.
External independent evaluation or External independent testing is the examination for admission to universities in Ukraine. Complex organizational procedures aim to determine the level of academic performance of secondary schools during their admission to higher education. The purpose of external evaluation: improving public education and implementation of Ukraine's constitutional rights to equal access to quality education, monitoring of compliance with the State Standard of secondary education and the analysis of the education system, and predicting its development. The results of external testing results are counted as a state of final attestation and the results of entrance examinations to higher educational institutions. Since 2004, with the support of international NGOs an external testing system is formed in Ukraine. Provision of the external evaluation carried out by the Ukrainian Center for Educational Quality Assessment in partnership with local education authorities, the Regional Institute of Postgraduate Education, and educational institutions.
Educator effectiveness is a United States K-12 school system education policy initiative that measures the quality of an educator performance in terms of improving student learning. It describes a variety of methods, such as observations, student assessments, student work samples and examples of teacher work, that education leaders use to determine the effectiveness of a K-12 educator.
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