The first of a series of quizzes on types of derived scores concerns interpreting grade-equivalent (GE) scores. The true-false items require a response about whether the stated interpretation of the GE score is sound. An answer key explains specific scoring methods. (CM)

Studied the validity of interpretations derived from school-level assessment scores for different content areas using school-level data from 14 large-scale assessment programs. Results raise suspicions about the value and validity of interpretations based on school-level subject area scores. (SLD)

Although it is assumed that student cognition contributes to student performance on achievement tests, it may be that current testing models lack the degree of specification necessary to warrant such inferences. With test score interpretations as the referent, the authors in this special issue address the role of student cognition in learning and…

It is argued that consequential validity is a concept worth considering. The solution to defining "validity" is not to narrow the concept, but to allow for the differential prediction provided by tests in different circumstances. Consequences of the uses and interpretations of test scores are central to their evaluation. (SLD)

A conceptual analysis of gain scores and a technically sound procedure for using such scores to compare different instructional programs are presented. The procedure proposed makes use of an index called Rescaled and Adjusted Gains within Strata (RAGS), together with a flexible but explicit procedure for score analysis and reporting. (LC)

Means of interpreting norm-referenced tests to lead to more accurate reporting results are discussed, with particular emphasis on state-level and district-level data. Suggestions fall into the categories of documentation, frequency norming, and multiple form use. (TJH)

Two easy-to-use microcomputer programs, the Student Problem Package and the Test Analysis Package, both by D. L. Harnisch et al. (1985), are described. These programs efficiently analyze test data for teachers. (SLD)

A scenario and accompanying questions and answers are posed to help educators examine possible problems in interpreting a student's test score profile. Profiles developed and used soundly are very helpful, but possible pitfalls in test interpretation must be recognized. (SLD)

An expanded framework for validating tests is needed to include the perspectives of teachers and students as well as of test makers and scientists. The development of educational assessments must take place within an understanding of how tests are used in context. (SLD)

A quiz is presented that may call the attention of school personnel to regression effects in educational measurement, and clarify the meaning of statistical regression for educators in schools. Ten questions and their answers explore regression in the contexts of classroom testing, grading, and performance assessment. (SLD)

Several issues facing the measurement community were brought on by the recent emphasis on stricter educational accountability measures. These testing issues include the limits of test scores, effects of testing on instruction, proper test use, importance of the test content, and defining the basics in education. (EGS)

The use of national achievement tests in schools can result in varying degrees of curricular match/mismatch with respect to local curricula. This article explores the types of mismatch which can occur, discusses the inferences made from test scores and their importance, and addresses some implications for the educational community. (EGS)

The documented decline in test scores of the 1960s and 1970s and the unclear picture since then result from educational and noneducational factors. Aspects of the misuse of test scores are (1) simplistic interpretation of performance trends; (2) unsupported evaluations of schooling; and (3) a reductionist view of education. (SLD)

Approximately 900 teachers in Virginia were surveyed to assess teachers' competencies in the 7 basic assessment areas identified in the "Standards for Teacher Competence in Educational Assessment of Students." Results will be used in designing training material in assessment for inservice teacher education. (SLD)