Assessment is an integral part of any teaching learning process. Assessment has large number of functions to perform, whether it is formative or summative. This paper analyse the issues involved and the areas of concern in the classroom assessment practice and discusses the recent reforms take place. [This paper was published in Edutracks v20 n8…

Standardized measures are often used as an index of students' reading comprehension and scores have important implications, particularly for students who perform below expectations. This study examined secondary-level students' patterns of responding and the prevalence and impact of non-attempted items on a timed, group-administered,…

The thesis advanced in this article is that public indignation regarding testing is largely the result of an appraisal process that has been measurement-centered rather than person-centered. As a consequence, appraisal is viewed by the public as an evaluative process rather than a helping process. Recommendations are made. (Author)

THE ASSUMPTION THAT ONE-TENTH OF THE YEARLY GROWTH IN ALL ACHIEVEMENT AREAS TAKES PLACE EACH MONTH OF THE SCHOOL YEAR AND THAT ONE-TENTH OF THE YEARLY GROWTH OCCURS DURING THE SUMMER MONTHS WAS INVESTIGATED. THE STUDY WAS CONDUCTED IN CONNECTION WITH THE ANNUAL IOWA BASIC SKILLS TESTING PROGRAM IN THE STATE OF IOWA. MEDIANS FOR THE 11 SUBTESTS…

Found that scores of MPDs obtained in groups did not differ from MPD scores obtained individually. Results suggest that individual norms may be utilized for scores in the group administration of the MPD, although replication with a larger sample is required to confirm the results. (Author/PC)

The LOGTRUE program can be used to obtain a scale of equated raw scores for two tests with parameter estimates on a common item response theory scale. The program derives its name from the method of logistic true score equating described by Lord (1980). The method can be applied to two tests with overlapping items administered to different groups…

THIS STUDY ATTEMPTED TO DEVELOP A GROUP TEST OF GENERAL ABILITY WHICH WILL ACCURATELY ASSESS THE INTELLECTUAL CAPACITIES OF ELEMENTARY AND SECONDARY STUDENTS IN THE PUERTO RICAN SCHOOLS. THE OBJECTIVES WERE--(1) TO DETERMINE WHAT COMMON INTELLECTUAL TASKS INDICATE MENTAL ABILITY IN SPANISH-SPEAKING PUERTO RICAN AND OTHER ENGLISH-SPEAKING AMERICAN…

Retired vice-president of Educational Testing Service asserts that chances for tests being misused are greater than ever. Speech delivered at ETS's Invitational Conference on Testing Problems on October 28, 1972, in New York, New York. (DS)

Effects of the number of individuals coacting while taking two standardized motor performance tests were examined. Increases in aptitude scores corresponding to increases in group size were predicted based upon the summation hypothesis of social facilitation theory. Results indicated a group size effect. (Author/BJG)

Timed and untimed scoring methods were employed with five WAIS subtests administered to 40 young and 40 old subjects matched for verbal intelligence. Elimination of bonuses for rapid performance differentially improved the scores of older subjects but did not raise those scores to levels achieved by the young. (Author)

This article examines problems inherent in current practice: (1) defining the concept of intelligence"; (2) using tests which rely on school taught skills; (3) relying too exclusively on test scores; and (4) introducing the concept of chronological age into IQ ratings, further distorting results. Some positive alternatives are offered. (CJ)

Intelligence testing has a place in assessment and placement procedures. (PHR)

This article briefly traces the development of intelligence testing from its beginnings in 1905 with Alfred Binet; cites the intelligence theories of Spearman, Thurstone, and Guilford; and examines current objections to intelligence tests in terms of what they test and how they are interpreted. (SJL)

Purpose of mini-series is to present current conceptualizations of the structure of intelligence, new research on human cognitive abilities and their interpretations, and pertinent, practical considerations regarding the use of intelligence tests in schools. Discusses educational-policy issues as well as diagnostic and treatment-utility issues.…