Classroom measurement devices, when tailored to fit a teacher's particular instructional objectives, are essential for optimal teaching and learning. Teachers use test data to assess students' progress but often fail to analyze tests for validity. This article shows how locally and correctly developed assessment tools may serve a variety of…

The history of the relation between achievement tests and curriculum programs is reviewed, and it is concluded that content specialists are best qualified as sources of curricular goals to specify content, kinds of attainment, and standards. The specification of instructional intents is also considered from the perspective of modern cognition…

Interviewed 90 elementary school teachers on how they used the results of group IQ tests. Data indicated 30 percent of teachers reported making "little or no use" of the test scores. However, 84 percent of teachers stated that they used the test scores for one or more purposes. Discusses four most frequently mentioned uses. (Author/RC)