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The following standardized tests are designed and/or administered by state education agencies and/or local school districts in order to measure academic achievement across multiple grade levels in elementary, middle and senior high school, as well as for high school graduation examinations to measure proficiency for high school graduation.
Summative assessment can be used to refer to assessment of educational faculty by their respective supervisor with the aim of measuring all teachers on the same criteria to determine the level of their performance. In this context, summative assessment is meant to meet the school or district's needs for teachers' accountability.
Below is the grading system found to be most commonly used in United States public high schools, according to the 2009 High School Transcript Study. [2] This is the most used grading system; however, there are some schools that use an edited version of the college system, which means 89.5 or above becomes an A average, 79.5 becomes a B, and so on.
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 ...
Alabama High School Graduation Exam: AHSGE [1] Alaska: Alaska Department of Education and Early Development: High School Graduation Qualifying Examination: HSGQE SBA [2] Arizona: Arizona Department of Education: Arizona's Instrument to Measure Standards: AIMS Arkansas: Arkansas Department of Education: Augmented Benchmark Examination [3] California
For example, an English department in a high school could develop a media literacy presentation for the grade 9 culminating activity worth 10% of the students' final grade. The other 20% of the students' grade will be demonstrated with a written examination responding and applying a literary analysis to a sight-passage.
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Confidence weighting when applied to a specific answer selection for a particular test or exam question is referred to in the literature from cognitive psychology as item-specific confidence, a term typically used by researchers who investigate metamemory or metacognition, comprehension monitoring, or feeling-of-knowing. [2]