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 computer system contains and displays a cartoon-like story with a plurality of displayed components (such as cartoon characters, play items, etc.) recognizable by a preschool student on a first portion of the display screen along with an accompanying voice message on the speaker. Written instructions for teachers to follow in a personal one-to-one interaction with one or more students are displayed on a second portion of the display screen. For some activities, the student may actually respond using the computer such as by touching a touch screen or using a mouse to select one of the displayed components in response to a request to select a displayed component having a predetermined aspect. For other activities the teacher enters the response of the student as observed by the teacher. When one or more correct responses are entered by the student or teacher, achievement of a goal can automatically be entered into the educational management system.

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.