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: An computer item banking system for standards-based assessments has test items used in standards-based assessments wherein a plurality of item specifications are developed using a specification building feature to create new, edit, move, and delete specifications and to assign specifications to one or more standards; a plurality of test items are constructed and edited using a test building feature to specify the type of item being constructed, points available for the item, and the type of bank to which the item is assigned; bank types include agency-wide assessments including benchmark tests and end-of-course examinations, and formative assessments such as classroom quizzes. The system includes means for certification of test items and preventing use of uncertified test items to be used in agency-wide assessments under construction.

Abstract: An computer item banking system for standards-based assessments has test items used in standards-based assessments wherein a plurality of item specifications are developed using a specification building feature to create new, edit, move, and delete specifications and to assign specifications to one or more standards; a plurality of test items are constructed and edited using a test building feature to specify the type of item being constructed, points available for the item, and the type of bank to which the item is assigned; bank types include agency-wide assessments including benchmark tests and end-of-course examinations, and formative assessments such as classroom quizzes. The system includes means for certification of test items and preventing use of uncertified test items to be used in agency-wide assessments under construction.

Abstract: A system of online communications among students and the teacher (“Dialogs”) within an educational management system, includes dialogs comprised of integration of online interactions between students and teachers, to be included in K-12 curriculum. Interactions may include lesson plans, assignments, benchmark and formative assessments. The system provides a permanent record of instruction indicating what has been taught and learned, and providing actionable information that can inform future instruction. The system has the ability to record the extent to which intervention has been implemented. Manual and automated scheduling of online interactions provide for real-time and asynchronous communications, and the ability to suspend interactions prior to completion.

Abstract: A computer implemented instructional management system enables educators to organize and integrate Internet-based or other digital content with planning, assessment, and intervention information. Interactive instructional dialog files, or simply “dialogs,” offer a flexible alternative to traditional printed textbooks in the education environment. Dialogs are assembled into a larger electronic, interactive instructional content presentation, or “Dialog Book.” Thus dialog books are comprised of instructional resource content comprising individual instructional dialogs aligned to standards for inclusion in a book chapter; and links to websites, and various other digital media content.

Abstract: An computer item banking system for standards-based assessments has test items used in standards-based assessments wherein a plurality of item specifications are developed using a specification building feature to create new, edit, move, and delete specifications and to assign specifications to one or more standards; a plurality of test items are constructed and edited using a test building feature to specify the type of item being constructed, points available for the item, and the type of bank to which the item is assigned; bank types include agency-wide assessments including benchmark tests and end-of-course examinations, and formative assessments such as classroom quizzes. The system includes means for certification of test items and preventing use of uncertified test items to be used in agency-wide assessments under construction.

Abstract: A computer integrated assessment system for standards-based assessments wherein the assessments conform to recorded standards, the system includes algorithms for directing the generation of a plan of a series of customized assessments aligned to respective selected standards of the recorded standards wherein each of the customized assessments are set for different times within a period of time; and algorithms for enabling a user to generate a test in one of the customized assessments wherein one of the selected standards of the one customized assessment is displayed to the user during generation of questions for the test. During generation of tests, repeating of questions or questions on selected subject matter can be prevented. Individuals or groups can be selected to the customized assessments. Accuracy in grading of answer sheets by scanning is improved by an algorithm determining the lightest and darkest answer mark to determine the intended answer.

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: 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.