Tests of mental ability provide the most precise and efficient means of assessing a person's structure of knowledge. Tests help in cultivating cognitive competence, in developing and identifying excellence. The harmful consequences of not testing are outlined. (Author/AL)

The history of test development and the current controversy over standardized testing are reviewed. The consequences of testing, particularly for minority groups, are outlined, and criticism of some viewpoints of professors Robert Ebel and Melvin Tumin is made. (Author/AL)

Admissions testing and its consequences are looked upon as a reflection of the current debate occurring in Western capitalist democracies concerning the optimization of freedom, fairness, and wealth. In dealing with the competition and conflict of values and interests, there can be no factual but political resolution. (Author/AL)

Teachers have become aware that they are expected to make judgments and be judged on the basis of test results. In a shared responsibility among teachers, training institutions, testing companies, and school boards, fair use of tests requires that teachers get information on types of tests and test use. (Author/CM)

Many factors can influence teachers' attitudes toward tests and some of those factors have nothing to do with the test's contents or subject matter. When the purposes and uses of tests results are not explained, teacher attitudes will be affected negatively. Testing on subject matter should be used in teacher certification and evaluation.…

Three important issues related to the testing debate, particularly in the context of college and professional school admissions, are reviewed and evaluated. (Author/AL)

American Federation of Teachers research shows that teachers are critical of many aspects of testing, but would prefer to see tests improved rather than eliminated. They are interested in tests as a part of instructional programs and recognize that testing information is only one of many criteria used in evaluation. (Author/CM)

Declining test scores are but a reflection of the problems prevalent in American schools but improving school performance is not totally within the control of teachers. A National Education Association Teacher Opinion Study indicates that teachers think tests become an end in themselves rather than a basis for sound educational purposes.…

Many teachers are hesitant to use test results because they do not believe they have sufficient training in measurement. Inappropriate test use is a threat, but teachers like tests if the tests are compatible with classroom instruction and results are not used to the exclusion of other types of information. (Author/CM)

The diversity in college admissions policies is described and the relationship between these policies and admissions testing is explained. The consequences of government regulation of testing is discussed. Colleges are urged to defend their autonomy in admissions and to act responsibly in that respect. (Author/AL)

Much of the debate on testing over the last two decades has centered on issues of equity. In this review of testing and the minority child, the ways in which schools can test and use test results to help all children learn are explained. (Author)

Tests are used in hopes that disclosure of accomplishments will be made, but teachers sometimes feel they are being penalized for giving consideration to the whole child's development instead of concentrating on drill that would result in higher test scores. Standardized tests cause apprehension about control of student placement and instruction.…

Parents have needs, rights, interests, and responsibilities to know how standardized tests are used in the schools and to call attention to inaccurate test results; to judge the quality of education reflected by tests; and to have information to understand tests to help assess their children's abilities and achievement. (Author/CM)

Whether culturally biased tests are useful depends on what is meant by that phrase and the purpose for which the test is to be used. Keeping the distinction between aptitude and achievement in mind, different definitions of fair use of tests come from different sets of societal values. (Author/CM)

A discussion on the tension between university organizational interests and individual student interests with respect to the use of admissions tests is presented. Responsibilities of colleges and professional schools toward an increasingly pluralistic society are examined, and the need for more research on evaluating human competencies is urged.…