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

Reviews briefly the development of testing since World War II. Presents the criteria for informal and standardized tests, and explains the difference between norm-oriented and criterion-oriented tests. Considers technical aspects of testing, but stresses the importance of pedagogical aspects. (IFS/WGA)

Reports on the effort by the National Teacher Examination to set standards in the field of speech communication. Describes the way in which the examination is put together and discusses some of the strengths and weaknesses of such a method. (KEH)

Concerned about inappropriate uses of the Texas Assessment of Academic Skills, the Leander Independent School District developed a Total Quality application to guide instruction for individual students. Focusing on learning instead of testing, the new system consists of comprehensive language arts and mathematics assessments completed by students…

Urges educators in reading to get on with the task of improving assessment programs and evaluation procedures. (RB)

Recounts the negative experiences two cities had with districtwide testing programs. (IRT)

Many problems in the areas of test interpretation and educational assessment are causing difficulties for educators. On one hand the public and legislators are requesting more state testing programs and assessment programs, while on the other, educators realize the problems concerning testing and test interpretation. Difficulties arise when tests…

The current status of state testing programs is assessed drawing primarily on information provided by the Educational Testing Service publication, "State Testing Programs, 1973 Revision." Increases in state operated programs are indicated and are probably due to an increase in federal money for testing purposes. Because of possible…

Criticizes Robert Slavin's "best evidence" rejection of mastery learning research for being potentially biased, highly subjective, and misleading. Apparently, Slavin threw out studies of less than four weeks' duration, discounted certain nonclassroom results achieved by teachers, and rejected studies not using standardized,…

In Canada, tests and test results do not appear to be driving the school system. Canadian universities do not require Canadian applicants to provide SAT or ACT scores for admission. Most provinces administer their own testing programs aimed at all students, not only the college bound. Developing the whole child is an important objective. (MLH)

Data from research studies seem to support the validity of teacher judgments of student achievement; however, there are unresolved issues, including the focus of the judgment, the external validity or credibility of the assessment, and the process of the assessment itself. To achieve maximum benefits from this form of assessment/teaching…

A collection is presented containing four papers dealing with the subject of criterion-referenced testing. This first paper deals with criterion-referenced tests utilizing norm-referenced test items. Aspects covered include a defense of norm-referenced and criterion referenced tests and a justification for the adaptation of norm-referenced test…

Sets criteria for social and educational adequacy of standardized tests. Drawing an analogy, the author says people would not subject themselves to medical tests unless they could anticipate a diagnosis and, if all is not lost, a treatment. Says standardized tests are not diagnostic, serve to maintain inequality, and should not be continued.…

Presents a historical overview of the introduction of the major reading comprehension assessments, showing that the predominant approaches were shaped by the prevailing educational measurement milieu and were implemented largely in response to public pressure. Argues in favor of a naturalistic reading comprehension assessment for evaluating those…