The notion of washback, that testing influences teaching, is explored and a series of possible hypotheses are advanced. The empirical research in general education and in language education is reviewed to determine whether washback actually exists, how it can be measured, and what accounts for its form. Proposals for future research are suggested.…

The transcript of a six-part National Public Radio broadcast on standardized testing is presented. The first part focuses on the reasons tests are administered; these reasons are discussed by proponents and opponents of testing. Part Two contains a discussion of the possible bias of tests, and their validity. The third part discusses the…

Reviews the use of tests with deaf students, especially reading-comprehension tests, noting documented differences in test-taking abilities of deaf and hearing students and specific compensatory test-taking strategies used by deaf readers. A rationale for including a formal test-taking skills component in the curriculum for deaf students is…

Arguments against competency testing surface continually, and classic counter-arguments reoccur. Nevertheless, minimum competency testing and other accountability efforts have much public support. Those claiming that the tests are not relevant or do not have predictive validity, also say they are coachable and biased. Answers are given to these…

Provides a sampling of recent program development ideas that show the varied nature of test wiseness instruction. Warns that teachers are unsophisticated test writers. (ARH)

In an attempt to reinforce the directive role of evidence in current arguments over test coaching, this chapter summarizes research findings from studies of coaching for the Scholastic Aptitude Test in the context of a conceptual analysis of the meaning and likely import of the coachability of such ability tests. (Author/BW)

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…

Set against the backdrop of a decade in which college admissions test scores have declined, this report reviews issues affecting college admissions testing and their implications, and focuses specifically on the debate between the makers and supporters of standardized tests and test critics. Overviews of the College Entrance Examination Board's…

This paper summarizes some of the issues involved in educational testing. First, it describes four of the fundamental characteristics of tests: whether they are measures of aptitude or achievement, whether they require students to produce or just recognize the best answer, whether they are interpreted in relationship to the scores of other…

Because of the importance of standardized test scores in current definitions of educational achievement, pressure to raise test scores has affected their accuracy. Examines the causes of two major sources of test score pollution and their impact on education. Discusses the ethical status of documented test-preparation activities. (CJS)

Explores the cumulative impact of repeated standardized testing on student attitudes and motivation. By high school, a large number of students, especially low achievers, become disillusioned about tests, are less motivated to give genuine efforts, and increasingly use inappropriate test-taking strategies, undermining test validity and genuine…