Reviews the evaluation by the National Academy of Science (NAS) of the General Aptitude Test Battery (GATB), which was developed to predict the job performance of potential employees. Proposes that the NAS recommendation to correct the GATB's racial bias by "race-norming" was a political decision and not scientifically justified. (FMW)

Contends that the Speech Sounds Perception Test form (Adult and Midrange versions) is structured such that correct responses can be determined rationally. If a patient identifies and responds according to that structure, the validity of the test is compromised. Posttest interview is suggested as a simple solution. (Author/JAC)

This resource document represents the integration of both practice and theory related to minimum competency testing (MCT), and is largely based on information collected in a nationwide survey of MCT programs. Chapter 1, To Implement or Not to Implement MCT, by Marcy R. Perkins, presents a definition of MCT and a discussion of the perceived…

Reviews selected research, widely-used commercial tests, and recent literature on critical thinking. States that evaluation of critical thinking processes should encompass more than simple tests. Concludes with six guidelines for evaluating critical thinking. (JDH)

Reports the efforts of the California Assessment Program (CAP) to interject critical thinking items into its new statewide social studies tests. Provides definitions of the critical thinking skills tested by the 8th grade social studies CAP test, and lists 100 critical thinking skills vocabulary words. (JDH)

Although this report is several years old, it explores test development in another country, specifically the Netherlands, using American-developed and normed-instruments. The development of vocational maturity tests and the adaptation of Crites' Vocational Developmental Inventory (VDI), Super's Career Development Inventory (CDI) and Westbrook's…

A liberal interpretation of Section 151 of Public Law 93-380, to implement effective local evaluation of Title I programs, is supported. Weaknesses are cited: (1) nationwide impact data, (2) unsound aggregation of Title I achievement gains, and (3) lack of consideration of alternative evaluation methods. (MH)

This paper provides a theoretical discussion of educational program evaluation. Psychometric theory and developmental psychology are compared as they pertain to the testing of children. The nature of change in childhood makes it necessary to examine the assumptions and goals related to the testing of children as a means of evaluating educational…

The analysis in this article is directed to the basic issues: Are IQ tests biased against Black children? And are IQ tests valid for the placement of Black children in special programs? The research evidence on these major issues is ambiguous and contradictory. (Author/CTM)

The Larry P. decision is criticized with reference to: (1) predictive tests and the standard curriculum; (2) the court's portrayal of special classes; (3) the effects of the 1972 decision on special class enrollment; (4) semantic confusion; and (5) the impact on Black children who experience academic difficulty. (Author/CTM)

This article addresses the question of why intelligence tests were put on trial. The courts had to weigh the validity of intelligence tests once California chose to rely upon intelligence tests to justify the large numbers of Black children in classes for the educable mentally retarded. (Author/CTM)

This paper focuses on ways in which one state policy for improving education--standard-setting through testing mechanisms--affects the classroom teacher-learner relationship. That uniform policy-making is problematic is clear from observations of 43 Mid-Atlantic school district teachers. Responding to three types of standards, 45 percent found…