Adopting a new series of tests can raise student test scores. Scores can also be inflated by ensuring certain students do not take specific tests or by not counting some scores. Dramatic rises in standardized scores are likely to be accompanied by skepticism. (MD)

Higher elementary student scores on standardized tests do not mean educational improvement. Scores can be affected by teaching "to" the test, coaching on test taking, and skewed norms. Test scores have been declining at the secondary level. Included is a discussion of secondary tests. (MD)

The effects of students taking different levels of the same standardized achievement test were assessed by administering two levels of the same test to each student. The functional level of the test was taken by all students. The second level of testing was randomly assigned at the adjacent higher or lower level of the test. Functional level…

In an attempt to find a test which minimized cultural bias, three tests were administered to 335 first grade pupils. The subjects comprised 2 groups (123 Anglo children and 212 Spanish surnamed children). The Goodenough Draw-A-Man Test (GDAM) and the Lorge-Thorndike Intelligence Test (LT), Form A, were administered as measures of intelligence. The…

This document reports on the procedures and results of the Atlanta Public Schools (APS) testing program in changing from the Iowa Tests of Basic Skills (ITBS), administered to grades 1 through 7 from 1973-79, to the California Achievement Tests (CAT), Form C, administered in Spring 1980 to provide a continuous testing program from the elementary…

Results are presented for the 1985-86 administration of achievement tests in the Atlanta (Georgia) Public Schools. The following norm-referenced, standardized tests were administered: California Achievement Tests (CAT) in kindergarten; Iowa Tests of Basic Skills (ITBS) in grades 1 to 8; and Tests of Achievement and Proficiency (TAP) in grades 9 to…

This paper provides school personnel with a practical outline for selecting an appropriate standardized achievement battery by describing the test selection procedures developed by a large metropolitan school system. The system needed a new achievement test battery which would reflect recent curriculum changes and provide for grade level testing.…

The study compared two adult education standards used to determine Louisiana student eligibility for taking the General Educational Development (GED) test. Of the initial 590 students, 516 remained as study participants. The traditional standard, Standard 1, required the student to earn 13.0 on the California Achievement Test (CAT) with no area…

To meet several pre-evaluation goals of the national Emergency School Aid Act (ESAA) Evaluation study, the following activities that were undertaken are described: selection of an achievement measure; a pretest of this measure to assess student needs in schools eligible to receive funds under the Act (schools with a minority enrollment of 50…