Abstract: New methods and systems are disclosed for improved assessments of student progress in education. Using a new concept called a cumulative test, examinee ability may be measured by combining discrete measures into one test representing ability measured over an extended period of time. (FIG. 1.) Many assessment items and corresponding responses from various different test forms may contribute to a cumulative test. The discrete or “snapshot” tests taken into account preferably are given over an extended period such as a school year, in different classes, schools and even districts. (FIG. 2.) There is no requirement that examinees take the same items or any particular set of items to implement the cumulative test. Item Response Theory (IRT) may be used to estimate ability scores for cumulative tests (FIG. 3.).

Abstract: In a data checking system and method for an educational management system, lists of various possible areas for data entries are displayed for a user to select the areas for which data entry is necessary. Upon request, the user can request a check of a data base of the system to determine if data has been entered for selected areas.

Abstract: A computerized education management system for users classified into hierarchical levels of administrative, super agency, agency, center and class levels employs a plurality of files classified into a plurality of different types of files with rights of access to the different types of the files for the different hierarchical levels. The different rights including read only access, copy access and full access with rights to modify and create records. Copy access enables a user to copy files to a level permitting the user with full access rights. The different file types including a teacher assignment file type, a student class assignment file type, a lesson plan file type and a student achievement file type.

Abstract: In a scale building system and method for an educational management system, education goals are added to lists of different knowledge areas for enabling a teacher or administrator to tailor the assessment of student achievement. As each goal is added, the system and method computes a difficulty factor for use in weighting the achievement assessment. Additionally scales can be translated into different languages.

Abstract: An education management system designed primarily for preschool and beginning elementary grade levels employs learning capabilities which have assigned difficulty and discrimination factors. The learning capabilities for each developmental or grade level are classified into developmental areas which are further broken down into knowledge areas. Those learning capabilities which are indicated as learned for each child are used to assess child educational development, child developmental scores and to indicate readiness level for learning higher difficulty learning capabilities. In the absence of direct observation, work sample, or parent information regarding achievement of individual learning capabilities, an estimation of general overall capability can be used to compute indications of learned capabilities in each developmental area.