Satirizes the impact of testing on student well-being. (IRT)

Historically, England's attempts at evaluation have been seen to distort educational aims within schools and have been rejected. (IRT)

Presents five guidelines designed to minimize the testing problems that school administrators face. (Author)

Standardized science achievement tests for the elementary school are almost uniformly poor in quality; any quick-answer, paper-and-pencil science test that has consequences for the child or the school is likely to be irrelevant and perhaps harmful to those activities most likely to interest children in science. (Author/IRT)

Outlines a procedure to be followed whenever any communitywide, state, regional, or national test of either "achievement" or "ability" (including IQ) is to be given. (Author/IRT)

Presents some specific questions that educators ought to raise about standardized tests and some alternatives to standardized tests. (Author/IRT)

In criticizing the report of the National Academy of Education Panel on Testing and Basic Skills, "Improving Educational Achievement," the author addresses the same eight policy-related questions the panel examined. (IRT)

Presents suggestions for alternatives to standardized testing. The means for alternative methods of evaluation are easily accessible if educational resources are organized for that purpose. (Author/IRT)

Recounts the negative experiences two cities had with districtwide testing programs. (IRT)

If the years in school are to seem important to the developing human being, they must be important in ways that a young person can understand. Many children do not enjoy learning simply because they do not believe that what they are required to learn is practical and important. (Author/IRT)

The author of "The Tyranny of Testing" discusses his objections to standardized testing. (IRT)

Provides a cursory comparison of four popular social studies achievement tests, discusses the relationship between the subject matter and the test, and provides examples of new methods of testing that give the teacher and the class tools for summarizing and interpreting what they are learning as they work together. (Author/IRT)

Examines confusions that result from the use of the words "standardization,""reliability,""objectivity," and "validity" in connection with testing. (IRT)

The National Assessment of Educational Progress, in its power base, conception, creation, and execution, runs against the view that respects the local, unique culture as the prime determinant in education and supports the idea that education is an entity that a national program can clarify for delivery to children. (Author/IRT) Aspect of National…