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The Graduate Management Admission Test is a computer adaptive test (CAT) intended to assess certain analytical, writing, quantitative, verbal, and reading skills in written English for use in admission to a graduate management program, such as a Master of Business Administration (MBA) program. Answering the test questions requires knowledge of English grammatical rules, reading comprehension, and mathematical skills such as arithmetic, algebra, and geometry. The Graduate Management Admission Council (GMAC) owns and operates the test, and states that the GMAT assesses analytical writing and problem-solving abilities while also addressing data sufficiency, logic, and critical reasoning skills that it believes to be vital to real-world business and management success. It can be taken up to five times a year but no more than eight times total. Attempts must be at least 16 days apart.
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 Swedish Scholastic Aptitude Test (SweSAT)(Swedish: högskoleprovet) is a standardised test used as one of the means to gain admission to higher education in Sweden. The test itself, which is administered by the Swedish Council for Higher Education, is divided into a mathematical part and a verbal part, which both respectively contain 4 subdivisions, in total 160 multiple-choice questions. All sections are taken in one day, a Saturday in April or a Sunday in October, lasting between 7½ and 8 hours including breaks between each section and a lunch break. Apart from the English language reading comprehension test, all sections are taken in Swedish.
A concept inventory is a criterion-referenced test designed to help determine whether a student has an accurate working knowledge of a specific set of concepts. Historically, concept inventories have been in the form of multiple-choice tests in order to aid interpretability and facilitate administration in large classes. Unlike a typical, teacher-authored multiple-choice test, questions and response choices on concept inventories are the subject of extensive research. The aims of the research include ascertaining (a) the range of what individuals think a particular question is asking and (b) the most common responses to the questions. Concept inventories are evaluated to ensure test reliability and validity. In its final form, each question includes one correct answer and several distractors.
The California High School Proficiency Exam (CHSPE) was an early exit testing program established under California law. Testers who passed the CHSPE received a high school-equivalent diploma from the California State Board of Education. All individuals and institutions subject to California law that require a high school diploma are required to accept the CHSPE diploma as requirement fulfillment. The U.S. Office of Personnel Management has ruled it acceptable in federal civilian employment applications, and the U.S. Department of Education recognizes the CHSPE as a high school diploma equivalent for various purposes, including financial aid applications.
DIBELS is a series of short tests designed to evaluate key literacy skills among students in kindergarten through 8th grade, such as phonemic awareness, alphabetic principle, accuracy, fluency, and comprehension. The theory behind DIBELS is that giving students a number of quick tests, will allow educators to identify students who need additional assistance and later monitor the effectiveness of intervention strategies.
The New England Common Assessment Program was a series of reading, writing, mathematics and science achievement tests, administered annually, which were developed in response to the Federal No Child Left Behind Act. Starting in 2005, school students in New Hampshire, Rhode Island, and Vermont participated in NECAP, and Maine joined the assessment program in 2009. It was a collaborative project of the New Hampshire, Rhode Island and Vermont departments of education, with assistance from the National Center for the Improvement of Educational Assessments. Measured Progress, an assessment contractor from Dover, New Hampshire, coordinates production, administration, scoring and reporting.
Alan S. Kaufman is an American psychologist, writer, and research professor known for his work on intelligence testing.
The Oracle Certification Program certifies candidates on skills and knowledge related to Oracle products and technologies.
Advanced Placement (AP) Spanish Language and Culture is a course and examination offered by the College Board in the United States education system as part of the Advanced Placement Program.
The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is an intelligence test designed for children ages 2 years 6 months to 7 years 7 months developed by David Wechsler in 1967. It is a descendant of the earlier Wechsler Adult Intelligence Scale and the Wechsler Intelligence Scale for Children tests. Since its original publication the WPPSI has been revised three times in 1989, 2002, and 2012. The latest version, WPPSI–IV, published by Pearson Education, is a revision of the WPPSI-R and the WPPSI-III. It provides subtest and composite scores that represent intellectual functioning in verbal and performance cognitive domains, as well as providing a composite score that represents a child's general intellectual ability.
The Nelson–Denny Reading Test was created in 1930 by Martin J. Nelson and Emerson Charles Denny, both of whom were on the faculty of Iowa State Teacher's College. The purpose of the test is to measure reading ability among high school and college students. It is not appropriate for the clinical evaluation of reading disorders, however it may be used to identify students in need of remedial reading instruction. The Nelson–Denny includes two subtests both with multiple choice questions, and yields four scores. The most recent revision was published in 1993 and is available from Riverside Publishing in Itasca, Illinois.
C2 Proficiency, previously known as Cambridge English: Proficiency and the Certificate of Proficiency in English (CPE), is an English language examination provided by Cambridge Assessment English (previously known as Cambridge English Language Assessment and University of Cambridge ESOL examination).
The California Subject Examinations for Teachers, also abbreviated as CSET, is a group of subject matter tests used in California and other states to assess mastery of subject matter content by prospective K-12 teachers. Appropriate subtests of the CSET must be passed before a candidate begins a state-approved teacher preparation program, and satisfies the No Child Left Behind "highly qualified teacher" requirement.
The California Basic Educational Skills Test (CBEST) is a standardized test administered in the state of California. It is available as an option in Oregon and Nevada. The test is intended to score basic proficiency in reading, mathematics, and writing. The test is divided into three sections: the reading and math sections each containing 50 multiple-choice questions; and the writing section, consisting of two essay questions. The entire test must be completed in four hours, and test-takers may allocate the time to each section at their discretion. There is no limit to the number of times the test may be taken. Test-takers do not have to pass all three sections in one sitting. A $41 registration fee for paper-based testing must be paid each time the test is taken.
The Georgia Assessments for the Certification of Educators, also known as GACE (abbreviated) is a standardized test all teachers in the US state of Georgia must pass in order to teach at public schools and gain a credential.
The Test of Chinese as a Foreign Language is the Republic of China (Taiwan)'s standardized test of proficiency in ROC Standard Chinese for non-native speakers such as foreign students. It is administered by the Steering Committee for the Test Of Proficiency-Huayu (SC-TOP). The committee is under the direction of Taiwan's Ministry of Education. The test was formerly known as the TOP or Test Of Proficiency-Huayu.
An examination or test is an educational assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics. A test may be administered verbally, on paper, on a computer, or in a predetermined area that requires a test taker to demonstrate or perform a set of skills.
The Peabody Individual Achievement Test is a criterion based survey of an individual’s scholastic attainment. It can be administered to individuals between the ages of five and 22 years of age, and returns a grade range between Kindergarten and grade 12. The test is available in English and Spanish.
The SAT Subject Test in Spanish was a standardized test given by the College Board that assessed fluency in Spanish among high school students. It was typically taken after three to four years of studying the language, once the student had reached a significant level of understanding and competence in it. The test also partially emphasized preparation for AP Spanish and/or Spanish as a course in College. Passage selections were drawn from prose fiction, historical works, and newspaper and magazine articles, as well as advertisements, flyers and letters.
