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of maturity. It shows every sign of fulfilling its early promise and becoming a permanent and vital part of American education. Here we will review some of the events that shaped assessment as it is presently practiced and will suggest some logical next steps for the national and state programs. Our discussion of national assessment refers to the National Assessment of Educational Progress (NAEP), presently a function of the National Institute of Education (NIE) and administered by the Education Commission for the States. As a model of state assessment, we will take the California Assess-
Bock et al. (Mon,) studied this question.
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