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Test administrators or proctors are also not allowed to read aloud to the student any of the questions, passages, prompts, or answer choices in the English language or their first language during the test. Georgia: Georgia Department of Education: Criterion-Referenced Competency Tests (retired) Georgia Milestones: End of Course Test(grades 9-12)
The test of General Educational Development (GED) and Test Assessing Secondary Completion TASC evaluate whether a person who has not received a high school diploma has academic skills at the level of a high school graduate. Private tests are tests created by private institutions for various purposes, such as progress monitoring in K-12 ...
End of Course Tests (Grades 9-12) EOCs Ohio: Ohio State Board of Education: Ohio Graduation Test: OGT [6] Pennsylvania: Pennsylvania Department of Education : Keystone Exam: South Carolina: South Carolina Department of Education: High School Assessment Program (Grades 9-12) HSAP Tennessee: Tennessee Department of Education: Tennessee ...
(The state has not funded award or intervention programs based on 2002 or 2003 test scores.) APIs now include results primarily from the California Standards Tests plus CAT/6. Results from the California High School Exit Exam (CAHSEE), taken by 10th graders in the 2001-02 school year, are part of high school APIs.
The test formats are relatively the same compared to the TAKS test in 3-8 grade, however in 9-11th grade end of course tests will be taken to supplement the normal tests taken while the TAKS was still in effect. The STAAR end-of-course assessments are, in their respective order: English I, II; Algebra I; Biology; U.S. History
Data for 1985 and on are for seniors who graduated in the year shown and had taken the ACT in their junior or senior years. Data for 2013 and on includes extended-time test takers. Possible scores on each part of the ACT range from 1 to 36.
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NAEP scores each test by a statistical method, sets cutoffs for "basic" and "proficient" standards, and gives examples of what students at each level accomplished on the test. The process to design the tests and standards has been criticized by Western Michigan University (1991), the National Academy of Education (1993), the Government ...