Argues that standardized, machine-scored tests do not test writing skills and that the emphasis on such tests has a deleterious effect on the acquisition of writing skills. (IRT)

Three-fourths of the states have mandated some form of testing. Problems are discussed and practical recommendations about implementation are offered. (Author/MLF)

Examines the controversy surrounding the administration of the Metropolitan Achievement Test on reading and the subsequent recall of the results data by the chancellor of the New York City schools. (IRT)

Argues that the absence of the arts in testing programs contributes to their marginalization. Considers the role of imaginative potential in determining what is important in schools. Considers what the arts have to do with literacy, that is, with the standard conceptions of reading and writing. Discusses transforming brains to minds, the arts as…

Focuses on some basic questions regarding assessment in higher education that may be useful to administrators in speech communication facing pressures to develop an assessment program. (KEH)

This paper contends that weaknesses of the best-evidence synthesis conducted by R. E. Slavin concluding that ability grouping in secondary school has no effects on student achievement are ignoring instructional and curricular differences; relying almost solely on standardized test scores; and relying too heavily on experimental research. (SLD)

Criticisms by M. T. Hallinan concerning Slavin's work are considered. Unambiguous indicators of instructional quality in different ability groups are difficult to obtain, and student achievement, measured by standardized tests, is an adequate indicator. Slavin's research provides no evidence of student achievement advantage from ability grouping.…

Although tests can be a useful factor in evaluating student progress and designing effective educational programs, they can be poorly designed and the results used inappropriately. The National PTA's position on standardized testing is outlined, and concerns related to testing are discussed. (IAH)

A new breed of standardized reading tests, slated for use in Michigan and Illinois, measures integrative thinking instead of isolated skills and gives teachers a valuable diagnostic tool. A breakdown of content areas is given, as well as a preview of actual questions. (IAH)

Refutes Leslie MacLean and Harvey Goldstein's charges (in the January 1988 "Kappan") that the National Assessment of Educational Progress Reading Proficiency Scale is based on a single assumption (reading proficiency) accounting for responses to all reading tasks. Characterizes the scale as developmental, with points corresponding to…

Reviews issues faced by the Commission on Graduates of Foreign Nursing Schools in developing a predictor exam when the exam is designed for U.S.-educated nurses. Describes issues surrounding the administration of a predictive exam internationally. (JOW)

Provides an overview of the approaches being attempted by reading educators to revise reading assessment based on what it can be, rather than what it is. (MG)

Reviews commercially available instruments to assess students' study skills/habits/behavior, finding that none completely meets the standards set by the American Psychological Association or the American Educational Research Association. Offers guidance on selecting and applying these instruments in college settings. (DMM)

Reading instruction can be transformed into cynical test-beating exercises. Victory arises from frequent practice in taking similar tests. Students who spend most of their time on test-type activities generally do better on reading tests than those who "waste" time reading for information or pleasure. Teachers whose students score highest on…

Review of standards-based education reform suggests that closing the achievement gap for children of color is more difficult than anticipated. There should be no high stakes until assessments are aligned with desired skills. Schools are accountable but must be given resources and authority. Mixed systems for assessing standardizable and…