Describes the Advanced Placement U.S. history program which allows students to earn college credit by taking a standardized test while still in high school. Reviews procedures for selection of multiple choice questions on this test from 1960-1984. States that multiple choice type questions on this test have changed since 1960, but not…

The FRI and GORT tests are reviewed with attention to test rationales and purposes, test development, test administration, and making the purchase choice. Concludes that the FRI is the preferable test. (JK)

Higher elementary student scores on standardized tests do not mean educational improvement. Scores can be affected by teaching "to" the test, coaching on test taking, and skewed norms. Test scores have been declining at the secondary level. Included is a discussion of secondary tests. (MD)

Details how England is reworking its secondary school examination system, replacing the GCE and the CSE with one examination system. (CRH)

Choosing an appropriate measure of study skills is a requisite in high-quality educational programming, but the information about such tools is limited. This paper compares selected study skills measures in terms of standard psychometric properties to determine salient features of each measure. Three categories of study skills measures are…

A series of questions designed to challenge school administrators to reconsider the purposes, selection, use, and interpretation of tests and test results in their school programs. (Author/DN)

Analyzes the uses that can be made from test data and the influences such data can have on communication with communities, in the evaluation of school's effectiveness, and student's placement. (Author/RK)

Results from the testing of 23 eighth grades with the Structure of Intellect (S.O.I.) Learning Abilities Test to discriminate among abilities and needs of different groups of children indicated the test could be used to identify children with potential learning problems, diagnose needs, and aid educators to select appropriate programs. (MC)

Reasonable and practical solutions to two major problems confronting the developer of any test of educational achievement (what to measure and how to measure it) are proposed, defended, and defined. (Author/PN)

Reports a study of children's responses to a passage-dependent reading comprehension test. (HTH)

Assessed dimensions of adolescent career development using several well-established, objectively scored instruments. Attention was given to the correlations between measures of academic achievement and career development. Correlations among 19 scales administered to (N=237) 11th graders revealed three clusters of converging scale pairs, labeled…

The study investigated the extent to which information obtained from the WISC overlaps with information obtained from the ITPA. A canonical correlation analysis revealed that only 24 percent of the WISC subtest variance is redundant, given the ITPA; while 22 percent of the ITPA subtest variance is redundant, given the WISC. (Author/DB)