Discusses factors which lead to the overuse of and overreliance on standardized tests in the United States. (MM)

Questions if it is possible that any place still exists without pressure to teach to the test. Describes one school district that has been able to do so by creating a vision that allows educators to work as professionals. (SG)

Asks some local experts (Massachusetts English teachers) to talk about the impact of the new Massachusetts high-stakes test, the Massachusetts Comprehensive Assessment System (MCAS), and about how they are dealing with this in their classrooms and schools. Concludes that English educators must work to understand and address the issues these tests…

Student assessment has long been a major component of the tasks that teachers perform. As such, it is important that school leaders consider teachers' assessment strategies as part of the normal supervisory process. In a political climate ruled by the No Child Left Behind Act, one important consideration is how well teachers' assessments prepare…

The fact sheet focuses on considerations when testing adaptations are needed, provides some facts about disability, and identifies a variety of adaptations of testing procedures which have been developed and successfully used in schools, vocational training programs, and on college campuses. Testing adaptations are discussed in terms of disability…

Standardized reading tests and associated issues involved in the teaching of reading skills are discussed, with illustrative examples of reading tests commonly used in Australia. The nature of standardized reading tests is analyzed, and the circumstances under which such tests should be used are outlined. Interpretation of scores from standardized…

Current spelling assessment practices are reviewed. Six individually administered standardized tests presently available to special educators and diagnosticians are examined. Informal procedures (inventories, criterion-referenced tests, and error analysis) are analyzed in terms of advantages and disadvantages. Finally, two particularly promising…

This CD ROM is designed for use by teachers singly or in groups. It may also be used by technical assistance providers preparing to work with teachers. The CD ROM provides an interactive tool to help teachers analyze and interpret standardized test data, use data to plan for effective instruction, develop classroom assessments that align with…

This guide in English and Spanish is designed to answer questions parents may have about the Washington Assessment of Student Learning (WASL), including how it will help improve their children's education, how it is scored, and how to use the information it provides. In Washington, clear educational goals for subject content, thinking skills, and…

Explanations of and guidelines for using the Stanford Achievement Test for Hearing Impaired (SAT-HI) children are given. Types of scores from the test (raw scores, grade equivalent scores, scaled scores, and percentile rankings) are described. Limitations on test interpretations are suggested as well as reminders on using achievement test scores…

The article summarizes selected physical, motor, and fitness tests for severely and profoundly handicapped students with particular stress upon developmental age. Terminology clarification, recommendations related to selection and use of priority tests, plus comments related to an accompanying table of selected tests are included. (Author/CL)

The article reviews the significance and implications of Larry P. vs Riles, which found the use of standardized IQ tests on Black children unconstitutional for the purpose of the educable mentally retarded placement unless the court gives prior approval to the testing. (CL)

Offers a procedure that will allow classroom teachers to use standardized reading achievement test scores in order to make appropriate decisions about placing students in instructional programs. (FL)

The notion of "linguistic profile" as an alternative to standardized testing for speech and language disorders is discussed in this tutorial. Two specific examples of profiles, both for disordered phonology, are described, and readers are guided through their use. Finally, their relative strengths and weaknesses are assessed. (Author/CR)

Reports an interview with Clotilde Pontecorvo, founder of the International Center for the Study of Early Literacy, and Renzo Titone, chairman of the Department of Developmental, Social, and Educational Psychology at the University of Rome, Italy. Presents responses to questions about teacher training, literacy problems, and standardized testing…