In general Achievement Test scores appeared to be more valid predictors of grades in English and Mathematics courses than were scores on a scholastic aptitude or general intelligence test. (Authors)

A study of conservation of length concepts covering the symmetric, asymmetric, reflexive, nonreflexive, and transitive relations. Their order of development was traced during the course of a 15-lesson sequence of related instruction. (MM)

It is usually assumed that the procedures followed in developing criterion-referenced (CR) educational achievement tests ensure their content validity. This assumption is reasonable for the class of "domain-specified" CR tests, in which the item domain is completely specified by item generation rules. However, most CR tests are of the…

This paper presents the interim results of a set of studies undertaken to develop a much needed methodology for establishing content validity in domain-referenced achievement tests. The study results are presented in the context of the larger issue of the improvement of test design. School teachers, administrators and graduate students were…

The author reviews the accomplishments of American elementary and secondary education. Among the issues addressed are the government's role in education and the positive and negative aspects of different types of achievement tests. (GC)

The ATIC is comprised of a series of subtests designed to assess competency in those basic skill areas considered to be prerequisite for further learning. These subtests are organized into levels which are criterion referenced. The test is suitable for Indian children in grades K-5. (NQ)

This four-year study investigated factors associated with stage of concern and change in stage of concern of teachers and principals when implementing a benchmark testing program in a large school district. Findings are presented and discussed. (Author/MT)

The presently viewed role and utility of measures of instructional sensitivity are summarized. A case is made that the rationale for the assessment of instructional sensitivity can be applied to all achievement tests and should not be restricted to criterion-referenced mastery tests. (Author/BW)

A discussion of using individual expectancy scores rather than comparative group scores in evaluating achievement gains. (HB)

School districts are increasingly instituting kindergarten retention policies and establishing readiness and pre-first-grade transition programs. Using readiness tests to classify, promote, and retain children is inappropriate and costly. Various high stakes tests are reviewed and alternative strategies suggested. Includes 18 references. (MLH)

This article reports on the findings of a questionnaire survey of 142 educational psychologists from England and Wales on their approach to the assessment of children with learning and behavioural problems. Participants were asked to report on the frequency with which they used a variety of approaches to assessment, including interviews with…

Three kinds of instructionally sensitive achievement tests are described which provide useful information on formal schooling proficiencies: placement, progress, and attainment tests. Procedures to design, develop, and empirically verify attainment and placement tests are presented. The methodology is designed to ensure that the test instruments…

The discussion on criterion-referenced (CRT) and norm-referenced achievement tests (NRT) is divided into two parts: definitions and use. The authors contrast CRTs, tests which compare an individual's performance to some specified behavioral criterion of proficiency, and NRTs, tests which compare an individual's score to scores of others. They also…