Agrees with the conclusions of C. Bolon about the relationship between per capita income and school mean grade mathematics grade 10 scores on the Massachusetts Comprehensive Assessment but takes issue with the methodology, considering it inadequate to support the conclusions. (SLD)

Studied 18 states with high-stakes testing to see if their programs were affecting student learning, analyzing results from additional tests covering some of the same domain as each state's own test. Findings suggest that in all but one case, student learning is indeterminate, remains at the same level, or actually decreases with the…

Conditions under which measurement-driven instruction might produce its expected results are discussed, with reference to test stakes, performance standards, and the nature of content assessment. Under some conditions, instruction driven by measurement may corrupt the measurement process. (SLD)

Describes a method for enhancing learning and problem solving by encouraging self-monitoring. Students are directed to go over a test upon completion in order to critically assess their answers. Students are allowed to change their answers if they are determined to be inadequate. Finds that self-scoring produces significantly higher grades. (KO)

Examines two parallel secondary school systems in Northern Ireland popularly described as "Catholic" or "Protestant" in effectiveness terms. A value-added approach to measurement of 16-year olds' performance on public examinations casts doubt on previous findings concerning the alleged superior performance of…

Examines the perception of /r/ and /l/ by adult Japanese learners of English as a function of their exposure to authentic English. Results indicate that while extended exposure may improve /r/-/l/ identification accuracy, it does not ensure perfect perceptual mastery. (32 references) (Author/CK)

The influence of race on IQ was studied with 33 European American and 33 African American 3-year olds matched for several characteristics. Findings of a difference favoring European Americans support the Spearman hypothesis that group performance differences on subtests are related to the "g" loadings of the test. (SLD)

An Illinois high school modified its practice of sorting students into five ability areas (honors, accelerated, regular, modified, or basic) based on eighth-grade achievement test results and artificial caps and quotas. The school now bases placement on demonstrated proficiencies and offers services to help students advance to higher levels. (MLH)

In two experiments involving 260 college students, the generation effect, which occurs when individuals remember materials they have generated better than materials generated by others, was studied. Results support the generation effect and indicate that it occurs in a natural setting but only for test items targeted by generating students. (SLD)

A method is presented for estimating the accuracy and consistency of classifications based on test scores. The reliability of the score is used to estimate effective test length in terms of discrete items. The true-score distribution is estimated by fitting a four-parameter beta model. (SLD)

International studies may be underestimating U.S. math and science performance in relation to other countries. Such studies may be comparing U.S. students with more elite groups of students elsewhere. Lower performance may result from cultural differences and lower U.S. education expenditures. Substantive improvement depends on increased planning…

Dual enrollment is simultaneous enrollment of a high school student in a course allowing credit toward graduation and college credit. A retroactive, quasi-experimental comparison of performance differences by academic preparation used matched subject pairs of students. Controlling for ACT composite score, students with dual credit performed as…

Presents results of the National Assessment of Educational Progress (NAEP) 1998 Reading Assessment for the nation. Includes average scores and achievement-level performance for the United States, comparisons with 1994 and 1992 results, and results for subgroups of students. (Author)

An ETS adult-literacy study, ignored by the media, showed that teachers' prose, document, and quantitative literacy was higher than that of most other professionals. Administrators scored lower than teachers in all three literacies. Meanwhile, a highly publicized Home School Legal Defense study glorified privileged students' predictable test…

Explores how reliability and validity of assessment results should be conceived and covered in teacher education. Discusses each of the standards for teacher competence in assessment developed by the American Federation of Teachers in conjunction with other groups. Reviews coverage of these topics in frequently used textbooks. (SLD)