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Review of the Comprehensive Assessment Program: Achievement Series
Author(s) -
PETERSON GARY W.,
PIOTROWSKI WILLIAM
Publication year - 1989
Publication title -
journal of counseling and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.805
H-Index - 78
eISSN - 1556-6676
pISSN - 0748-9633
DOI - 10.1002/j.1556-6676.1989.tb02140.x
Subject(s) - test (biology) , student achievement , work (physics) , academic achievement , mathematics education , psychology , achievement test , process (computing) , function (biology) , medical education , standardized test , computer science , engineering , medicine , mechanical engineering , paleontology , evolutionary biology , biology , operating system
A school's achievement tests influence how students are evaluated by teachers, parents, counselors, and, eventually, the students themselves. Counselors, as a consequence, need to work with different constituencies in the school system to ensure that achievement tests are providing useful information and are being used constructively. For this function, counselors work as members and, perhaps, as leaders of a team. The following article summarizes the process and findings of a school district's evaluation of an achievement test to illustrate a team evaluation and the kind of evidence a team uses in recommending adoption or rejection of a test.