A framework is presented for implementing standardized achievement testing. Fundamental concepts and formats of the tests are reviewed, and useful references are listed. Standardized tests are considered and categorized in terms of administration format, functions, validity, and type (cognitive versus noncognitive). Thirteen basic recommendations…

Issues such as the utility of standardized assessment instruments in the assessment of severely handicapped infants and preschool children are considered. A model is proposed for analyzing underlying cognitive requirements of assessment tasks and for using results of such an analysis for program planning. (Author/DB)

This survey on modifications allowed for students with disabilities by 30 states in statewide criterion-referenced testing programs found no universal agreement about modifications. Accommodations in Test Setting and Test Scheduling were more frequently allowed than revisions in Test Directions or Test Format. Assistance devices and accommodations…

This article discusses cultural and linguistic biases and distortions present in standardized tests and offers explanations and suggestions on modifying or eliminating them. Key cultural concepts and linguistic differences are described to assist evaluators in assessing East Asian students appropriately and fairly. Several commonly used tests are…