Offers personal reflections on the testing of writing, concluding that teachers make wide and effective use of a variety of test types. (FL)

Nine indices for assessing the accuracy of an individual's test score were evaluated using simulated item responses to a commercial and a classroom test. The indices appear capable of identifying relatively high proportions of examinees with spurious total scores. (Author/PN)

Effects of Test-Wiseness (TW) training and level of TW on multiple-choice item type performance, on standardized and teacher-made examinations in undergraduate medical education were considered. Conditions inherent in standardized tests must be present before a susceptibility to the extraneous source of variance of TW is evidenced. (Author/GK)

Counterbalancing the simplification of education caused by testing means relying on classroom teachers' conceptual powers. Classroom teaching is labor intensive and varies from room to room because diversity is the norm. Specifying standard academic skills and curriculum has not upgraded education. Children need opportunities to confront…

Four considerations that enhance the instructional importance of tests are content match, use of feedback, a flagging function, and the increasing tendency to attach sanctions and rewards to standardized test results. These sanctions are apt to force greater attention to the other three characteristics, strengthening the links between instruction…

In fall 1997, a midwestern district initiated changes to enable all stakeholders (especially teachers) to be knowledgeable users of standardized and teacher-made test results. Two major activities were implemented: data notebooks for each school and a data-mentor program to develop school personnel's data-analysis skills. (MLH)

In Spring 2000, Nebraska passed legislation supporting a school-based and teacher-led initiative. The plan provides districts flexibility in the testing tools they use, but still requires districts to develop standards, report annually on student progress, and participate in an annual statewide writing assessment. (Contains 13 references.) (MLH)

This paper focuses on Smith's (1982) concept of test-wiseness strategies, describing several approaches that may maximize guessing on multiple-choice exams. Several previous studies indicated that the average level of performance increased when guessing was encouraged and decreased with instructions advising against guessing. Several studies were…

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)

Describes types of tests, types of student responses required, ways to interpret tests, and the major test developers. (WD)

A study of elementary school teachers in California schools was conducted to determine the amount of testing they administered. Yearly state assessment tests, standardized norm-referenced test batteries, criterion-referenced tests, minimum competency tests, and teacher-made, curriculum-embedded tests were used. Testing in most areas was more…

Describes the teacher-developed California Assessment Program (CAP) writing measure, designed to support California's reform curriculum and based on matrix sampling techniques. This program will be supplemented by literature and mathematics assessments. The greatest challenge is designing an assessment to match the state's new history and social…

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)

Reports that reading instructional level scores of a teacher constructed informal reading inventory, the commercially prepared Basic Reading Inventory, the Metropolitan Achievement Test, and students' actual level of placement in books are roughly comparable but that the Wide Range Achievement Test reading subtest places children much higher. (FL)

Computer activities can help children learn fundamental principles and collect information for use in problem solving. Because standardized tests do not accurately measure students' problem-solving skills and teacher-made tests are often unreliable, educators should peruse the "Mental Measurements Yearbook" series for more appropriate…