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)

Recommendations from the Wirtz/Lapointe report, "Measuring The Quality of Education" (ED 213 769), which evaluates National Assessment of Educational Progress (NAEP), are presented. Six educators respond to the concern that NAEP's reports and material are not widely known or as useful to educators as they should be. (CM)

The findings in Volume I of the Committee on Ability Testing's report (see ED 213 770 and ED 213 771) are shown to be ambiguous regarding the meaning of ability, vague regarding test validity, and ingenuous regarding test uses and misuse. The neglect of the basic question of what tests measure is noted. (CM)

Confusion in the terminology used in criterion-referenced measurement specifications and development and standard setting and the attendant role of cut-off scores are shown to need practical clarification through psychometric research on test applications and consequences. (CM)