This report discussed the following questions in regard to testing, measurement and evaluation in the Indiana public schools: (1) Where are we? (2) Is "where we are" different from where we perceive we should be? (3) Do teachers feel competent in testing? (4) How are teachers' skills viewed by their "superiors," the central…

Designed for helping teachers improve classroom instruction with the help of tests, this handbook highlights the different kinds of tests that indicate important things about student performance: (1) teacher-made tests used to assess student learning; (2) diagnostic tests, prepared by a test publishing company; (3) achievement tests, prepared and…

This report was developed in the Test Use Project at the Center for the Study of Evaluation. The general goal of the project is to examine and describe the features and applications of tests and other assessment methods that contribute to the improvement of instruction. It is, therefore, examining the nature of current assessment practice, the…

Basically, test directors have four systemwide and building level responsibilities: (1) planning, administration and evaluation of standardized testing programs; (2) application of measurement and evaluation to school problems; (3) classroom testing and evaluation; and (4) external testing programs. In a series of brief memos, measurement and…

After reviewing varous methods to evaluate college student learning, it is proposed that U.S. faculty at neighboring colleges could collaborate to construct tests, much like the external examinations used in the United Kingdom, to assess student learning and the quality of education more consistently. In the long term, this method would also…

A study explored the nature and quality of teacher-developed assessment instruments. Teachers (n=228) from a range of grades, subjects, and school districts described patterns of test use, concerns about assessment, and use of performance assessment by completing an extensive questionnaire. The research was conducted to determine: (1) teachers'…

The role of testing in American education is becoming increasingly important in grouping students for educational purposes. This article reviews practices adopted by educators or administrators to improve student test scores. Stopgap measures for improving standardized test scores include (1) switching to easier tests; (2) eliminating certain…

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)

The use of national achievement tests in schools can result in varying degrees of curricular match/mismatch with respect to local curricula. This article explores the types of mismatch which can occur, discusses the inferences made from test scores and their importance, and addresses some implications for the educational community. (EGS)

A survey of primary school teachers sought information on how and why they tested students. The study was a response to recent controversy over state-wide and school-based testing which raised questions about the relevance of training courses in educational measurement in teacher education programs. It was found that teachers tended to have a…

Intended as a guide in the development of a sound evaluation program utilizing both instructor-produced and standardized tests, this booklet presents a practical, understandable rationale for the development and use of both kinds of testing in the educational setting. Section I discusses the functions of measurement, offering a rationale for…

The validity of grades given by secondary school teachers was studied. Two teacher-originated measures of performance and one independent standardized measure of achievement were examined. The teacher-originated grades were final examination grades (FINALs) and end of the semester marks (MARKs) for over 40 courses at all secondary levels. The…

This study involved the assessment of classroom teachers' standardized and mastery program testing needs and proficiencies by a random sample of Ohio principals and supervisors (N=586). A total of 229 supervisors, 313 building principals, and 44 individuals in related supervisory roles was used. The findings from the investigation support the…

Inconsistencies develop in the educational system both because teachers receive "mixed signals" and because theory and practice become discrepant, a situation which creates dilemmas in language assessment. Some current dilemmas include: (1) the difficulty in determining whether teacher-made and standardized tests measure what they are supposed to;…

The National Education Association (NEA) opposes the use of standardized, norm-referenced tests of intelligence, achievement, and aptitude, citing problems with their substance, structure, administration, and use. NEA suggests five alternatives: (1) performance contracts; (2) teacher-student and teacher-parent-student interviews; (3)…