Offers practical tips on how teachers can determine whether classroom tests are actually measuring what they are designed to measure. Discusses criterion-related validity, construct validity, and content validity. Demonstrates how to determine the degree of content validity a particular test may have for a particular course or unit. (Author/DH)

Some negative feelings about tests may be the result of not understanding what tests do, what their limitations are, and how they are scored. Classroom, standardized, achievement, and criterion-referenced tests are discussed. Tips for helping children develop a realistic attitude toward tests and good work habits are given. (MT)

Explains and contrasts the techniques and philosophies of norm-referenced (NRT) and criterion-referenced tests (CRT). NRTs are criticized for lack of useful information and control. CRTs are usually teacher-made and customized to fit the classroom needs, offering more control over test content, but few teachers are prepared to develop them. (SM)

A model is presented using examinee judgements in detecting ambiguous/misinterpreted items on teacher-made criterion-referenced tests. A computational example and guidelines for constructing domain categories and interpreting the indices are presented. (Author/PN)

This paper describes conventions in the scoring of classroom tests and of the achievement batteries used in school districts', testing programs in the U.S. The scales used for the Scholastic Aptitude Test and the American College Testing Program are described. Some new, criterion-referenced scales developed for state and national assessments are…

The nature and quality of teacher-developed tests was studied in a national sample of 228 teachers representing four grade levels and several subjects. Teachers described their patterns of test use, concerns about assessment, and use of performance testing. Teacher-developed performance assessment was heavily used. (Author/GDC)

Provides guidelines for teachers writing machine-scored examinations. Explains the use of item analysis (discrimination index) to single test items that should be improved or eliminated. Discusses validity and reliability of classroom achievement tests in contrast to norm-referenced examinations. (JHZ)

Perspectives on testing and grading are considered; and strategies, reference materials, and sample test items are presented. Attention is directed to specific impacts of testing and grading on students and teachers, purposes of testing and grading, and common complaints of students and teachers. Extra activities proposed for the teacher include…

Outlines a method to write multiple (four) versions of each examination. Reviews some advantages and disadvantages of multiple-choice and open-ended problems. Considers the writing and grading techniques used. Reports that the examination met the consistency requirement and received a good evaluation from students. (YP)

Some of the major findings of CSE's (Center for the Study of Evaluation) Test Use in Schools Project are synthesized and interpreted. The Project incorporated fieldwork and survey techniques to answer questions about the kinds of tests teachers administer in their classrooms, the kinds of information teachers need from tests to make decisions…