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A 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, conditions for administering, scoring procedures, and interpretations are consistent and are administered and scored in a predetermined, standard manner.
The Texas Assessment of Knowledge and Skills (TAKS) was the fourth Texas state standardized test previously used in grade 3-8 and grade 9-11 to assess students' attainment of reading, writing, math, science, and social studies skills required under Texas education standards. It is developed and scored by Pearson Educational Measurement with close supervision by the Texas Education Agency. Though created before the No Child Left Behind Act was passed, it complied with the law. It replaced the previous test, called the Texas Assessment of Academic Skills (TAAS), in 2002.
Arizona's Instrument to Measure Standards (AIMS) was a standardized test administered by the state of Arizona. AIMS was a standards-based assessment aligned with the Arizona Academic Content Standards. In November 2014, the Arizona State Board of Education voted to replace AIMS with a new test called AzMERIT.
The Queensland Core Skills Test, commonly referred to as the QCS Test or simply QCS, was a statewide test formerly completed by all Queensland year twelve students who were eligible for an Overall Position, and was optional for tertiary entrance rank students. These ranks were used to gain entrance into tertiary degrees and courses. In-school subject rankings given to students were scaled and moderated using the performance of the subject cohort at individual schools on the QCS test. The QCS test was the only statewide external exam conducted in the two senior years of secondary education. The test was held for the final time on 3–4 September 2019, and will be replaced with external examinations as part of the new Queensland Certificate of Education system.
The Standards of Learning (SOL) is a public school standardized testing program in the Commonwealth of Virginia. It sets forth learning and achievement expectations for core subjects for grades K-12 in Virginia's Public Schools. The standards represent what many teachers, school administrators, parents, and business and community leaders believe schools should teach and students should learn. The Virginia Department of Education, schools, and school systems routinely receive essential feedback on the effectiveness of implementation and address effective instructional strategies and best practices. The Standards of Learning is supportive of and direct response to No Child Left Behind Act, which was signed into law by then-President George W. Bush on January 8, 2002. They address student achievement in four critical areas: (1) English, (2) mathematics, (3) science, and (4) history/social studies. Students are assessed in English and mathematics in grades 3-8 and upon completion of certain high school level courses. Science and history SOL are administered in grades 4, 5, and 8 and at the end of completing high school courses in these respective subjects.
The New York State Education Department (NYSED) is the department of the New York state government responsible for the supervision for all public schools in New York and all standardized testing, as well as the production and administration of state tests and Regents Examinations. In addition, the State Education Department oversees higher education, cultural institutions such as museums and libraries, vocational rehabilitation, and the licensing of numerous professions. It is headed by the Board of Regents of the University of the State of New York (USNY) and administered by the Commissioner of Education.
The Georgia High School Graduation Test, or GHSGT, was administered to all students in the eleventh grade in the US state of Georgia from 1991–2013. It determined whether or not a student was eligible to graduate from a Georgia high school.
The Tennessee Comprehensive Assessment Program (TCAP) is the standardized testing program used in public schools in Tennessee. Tennessee schools administer a comprehensive exam to their students at the end of each school year beginning in the third grade. Tests are intended to reflect what each child learned in the past year of school. The tested areas include reading, language arts, mathematics, science, and social studies. The TCAP currently includes the Achievement Test, the Writing Test, the Competency Test, the Gateway Tests, and the End of Course Tests. The scores are returned at the beginning of the next school year and these scores help schools make instructional decisions. Special education and limited-English proficiency students are included in the testing and may be accommodated with modifications.
The Illinois Standards Achievement Test (ISAT) measured individual student achievement relative to the Illinois Learning Standards. Results of this score were applied to the No Child Left Behind Act, for purposes of identifying failing schools. The ISAT has since been retired as a state assessment, with the 2013–2014 school year being the last time the test was administered.
The North Carolina End of Grade Tests are the standardized tests given to students in North Carolina and many other states like Georgia grades 3-8. Beyond grade 8, there are End of Course Tests for students in grades 9 to 12.
The Criterion-Referenced Competency Tests (CRCT) were a set of tests administered at public schools in the state of Georgia that are designed to test the knowledge of first through eighth graders in reading, English/language arts (ELA), and mathematics, and third through eighth graders additionally in science and social studies.
The Palmetto Assessment of State Standards is a United States standards-aligned test designed to meet No Child Left Behind (NCLB) requirements taken by students in the state of South Carolina. It is administered in grades 3–8 in writing, language arts, mathematics, science, and social studies.
The South Dakota State Test of Educational Progress (DSTEP) is a standards-based test designed to meet NCLB requirements. Grades 3-8 and 11 are tested.
The West Virginia Educational Standards Test (WESTEST) is a criterion-referenced test measured student's knowledge of the West Virginia Content Standards. It is designed to meet NCLB requirements. Tests are administered in Science, Social Studies, Mathematics, and Reading/Language Arts in grades 3-11.
The Lexile Framework for Reading is an educational tool that uses a measure called a Lexile to match readers with books, articles and other leveled reading resources. Readers and books are assigned a score on the Lexile scale, in which lower scores reflect easier readability for books and lower reading ability for readers. The Lexile framework uses quantitative methods, based on individual words and sentence lengths, rather than qualitative analysis of content to produce scores. Accordingly, the scores for texts do not reflect factors such as multiple levels of meaning or maturity of themes. Hence, the United States Common Core State Standards recommend the use of alternative, qualitative methods for selecting books for students at grade 6 and over. In the US, Lexile measures are reported from reading programs and assessments annually. Thus, about half of U.S. students in grades 3rd through 12th receive a Lexile measure each year. In addition to being used in schools in all 50 states, Lexile measures are also used outside of the United States.
The Common Core State Standards Initiative is an educational initiative from 2010 that details what K–12 students throughout the United States should know in English language arts and mathematics at the conclusion of each school grade. The initiative is sponsored by the National Governors Association and Council of Chief State School Officers.
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium featuring two states, the District of Columbia, the Department of Defense Educational Activity, and the Bureau of Indian Education, that work to create and deploy a standard set of K–12 assessments in Mathematics and English, based on the Common Core State Standards.
Cognitive rigor is a combined model developed by superimposing two existing models for describing rigor that are widely accepted in the education system in the United States. The concept "is marked and measured by the depth and extent students are challenged and engaged to demonstrate and communicate their knowledge and thinking" and also "marks and measures the depth and complexity of student learning experiences."
46 states initially adopted the Common Core State Standards, although implementation has not been uniform. At least 12 states have introduced legislation to repeal the standards outright, and 5 have since withdrawn from the standards.
References
- ↑ Merit Software (March 2005). "The Oklahoma Core Curriculum Tests (OCCT)" . Retrieved 2009-04-25.
- ↑ Education, Oklahoma State Department of. "Accountability and Assessment" . Retrieved 2009-04-25.
- ↑ "State Assessments". Lexile.com. Archived from the original on 2012-09-05. Retrieved 2013-10-30.
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