Extensive research has examined the validity and fairness of standardized tests in academic admissions. However, due to their underrepresentation in higher education, American Indians have gained much less attention in this research. In the present study, we examined for American Indian students (1) group differences on SAT scores, (2) the…

Speededness refers to the situation where the time limits on a standardized test do not allow substantial numbers of examinees to fully consider all test items. When tests are not intended to measure speed of responding, speededness introduces a severe threat to the validity of interpretations based on test scores. In this article, we describe…

In response to Ebel (TM 508 146) Gardner argues that neither intrinsic rational validity associated with ability tests nor a validity coefficient relating a test to performance as the sole information about validity is sufficient. All relevant data about a test and its functioning are essential in describing the validity of the test. (Author/LC)

Highlights some of the major questions facing the measurement community in deciding how to conceptualize validity in the revised "Standards for Educational and Psychological Testing" of the American Association for Educational Research, the American Psychological Association, and the National Council on Measurement in Education. Focuses…

The Bookmark method for setting standards on educational tests is currently one of the most popular standard-setting methods. However, research to support the method is scarce. In this report, we review the published and unpublished literature on this method as well as some seminal work in the area of evaluating standard-setting studies. Our…

One major reason for the problems of test validation is an overemphasis on the need for empirical validity data, and a failure to recognize the primary importance of explicit verbal definitions of what the test is intended to measure and rational arguments in support of the means chosen for obtaining the measurement. (Author/LC)

Sources of current misuse of standardized tests in assessing the quality of home-based educational programs are identified. Development of new instruments and cooperation of concerned groups are suggested as a means of increasing educational alternatives, excellence, and accountability. (Author/TJH)

This article presents a model that can be used by local school districts for reanalyzing standardized test results to obtain a more valid assessment of local learning objectives can be used to identify strengths/weaknesses of existing programs as well as individual students. (EGS)

Test specifications need to take a middle road so that they are not so general that instructional targeting is impossible and not so specific that only unitary assessment targets are fostered. Using illustrative sample items provides a good means of communicating the items eligible to be tested. (SLD)

Before using the National Teacher Examinations (NTE) for teacher certification, states are required to conduct a state-wide validity study. This paper describes approaches used in 35 studies for 18 states to establish (NTE) content validity through curriculum and job relatedness and to establish minimum performance standards. (BS)

One means of establishing the validity of performance-based assessments is to determine whether the criteria for basic competencies on performance tests are reasonable in relation to expected (nationally normed) age-level performance. Links between performances on three assessments in Michigan and the Comprehensive Tests of Basic Skills illustrate…

A sample (N=37) of currently published achievement tests was surveyed as to the availability of five types of technical data: (1) item selection techniques; (2) standardization; (3) types of norms; (4) types of validating data; and (5) types of reliability data. Recommendations for publishers and cautions for test users are given. (BS)

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)

Results of a 1987 report indicating that elementary students of all states were above the national average are assessed. Issues addressed include teaching for standardized tests, the effect of teaching on national norms, and alternatives available to protect the integrity of instruction and the validity of normed test scores. (TJH)

The validity of the SAT as an admissions criterion for Latinos and Asian Americans who are not native English speakers was examined. The analyses, based on 1997 and 1998 UCSB freshmen, focused on the effectiveness of SAT scores and high school grade-point average (HSGPA) in predicting college freshman grade-point average (FGPA). When regression…