The Advanced Placement (AP) exams have a significant impact on teaching English and the AP scores are recognized by most of the colleges and universities in the United States. The limitations of timed, standardized writing are discussed.

Discusses the need for standardized tests in literature, compares norm-referenced and criterion-referenced tests, and lists crucial background documents on the subject. (DD)

Suggests that in order to revitalize grammar and the teaching of grammar, educators must find ways to encourage teachers to recognize, understand, and find creative energy in the opposing demands of state requirements and solid linguistic research. Concludes that good English teachers must know enough about linguistics in order to teach English…

Claims that written tests are superior to objective, scan-tron tests in literature, composition, and vocabulary because they require students to think on paper. Describes the following types of in-class written tests and examines the advantages of each: literary essay, topical composition, imitation, brief answer, timed rewrites, and vocabulary…

Hopes that all young people in schools might have English classes that teach them spelling, punctuation and correctness but also help them toward the personal discovery of the Word as an instrument of creation, a power that lies within all of them, a power that might save them. (SG)

Tries to clarify the ethics and pragmatics of test-based diploma denial by setting out and evaluating the two camps' positions. Notes the author's aims are taxonomic, hoping to organize a confusing array of arguments; and partisan, hoping to guide further action on these very significant debates, especially as they involve the practice of English…

A standardized test format is used to present a criticism of present testing practices. (JH)

Describes problems with standardized testing and urges teachers to educate the public about weaknesses in statewide minimum competency testing. (DD)

Claims tests in this country have become political weapons instead of tools designed to assess the value and progress of current curricula. Calls for teachers to take charge of the tools (tests) to use them for the benefit of their students. (NH)

Argues against the current penchant for national testing. Argues against the notion that national tests will turn unfit teachers into fit ones. Notes that parents do not send the schools standardized children and that standardized tests are not what will make a nonreader into a reader. Argues that many good books are ruined by prematurely forcing…

Describes the whole language "way of being" from the perspective of a department chair teaching remedial 9th-grade and honors 12th-grade students. Considers how whole language fits into standardized testing programs, what students take away from whole language, what its general characteristics are, and how it fits with student learning patterns…

Applies a brief history of standard English usage in America to take issue with the College Board's pronouncements on basic academic competencies. Points out the underlying injustice to demand a mastery of standard English from students who, through no fault of their own, have had no chance to master it. (JK)

Considers special needs students' interactions with high stakes testing and ways in which teachers try to improve the testing environment. Makes a suggestion for different types of evaluations including a semester-ending project that permits choice and engages students in interdisciplinary lessons. (SG)