Research on collaborative testing has shown that it decreases test anxiety, increases learning and critical thinking skills, and allows students to practice collaboration and teamwork. However, it has most often been used as a second test following traditional individual testing. This quasi-experimental study compared two models of collaborative…

The Jomtien conference in 1990 on Education for All is seen by many as a turning point for the introduction of increased monitoring and evaluation of the quality of education systems around the world. Internationally, debates have arisen about the nature and frequency of assessment and its impact on education systems with its intended and…

Reviews the administrative features, uses, development, standardization, reliability, and validity of the Multidimensional Aptitude Battery (MAB), a new group intelligence test designed to be a paper-and-pencil parallel to the Wechsler Adult Intelligence Scale-Revised (WAIS-R). (BL)

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.…

A qualitative observational study of standardized group testing in 10 kindergartens revealed variations in testing conditions, discrepancies from standardized administration procedures, and variations in children's behavior that contributed to difficulties in maintaining a uniform testing process. High-stakes group testing in kindergarten should…

An Oregon Health Sciences University medical school experiment adapted the quarterly Objective Structured Clinical Examination, in which medical students interact with standardized patients, to accommodate 23 small groups rather than 94 individual students at each testing station. Results indicated the method favorably influenced students,…

Since the late 1960s, curriculum and instruction have increasingly become "test driven." Research documents the negative effects of standardized testing on instruction, students, and teachers. At their best, tests reflect students' ability to take tests. Research supports the need for change in testing policies. Massive testing must be eliminated,…

Student test scores are increasingly used to judge the competence of the educational enterprise. Exaggeration of scores is the result of directing attention away from the individual student achievement to the average scores of schools, districts, and states. Implications and recommendations are discussed. (BJV)