This reply to William A. Mehrens argues that although some psychometricians are reluctant to endorse the use of test data for educational decision making, it is desirable that measurement specialists provide decision makers with practical, understandable ways to use test data. (JAZ)

This overview of the problem of linking testing and instruction describes two general policy areas which have focused attention on these links: studies of school effectiveness and minimum competency testing. Techniques used to investigate links between tests and instruction and policy issues that must be addressed are also discussed. (Author/CM)

An outcome of the excellence movement has been an increase in state control of education, especially through state-mandated testing, as testing has become the preferred means of trying to effect change in education following the popularity of accountability and minimum competency testing. Suggestions for using tests prudently are listed. (DCS)

Parents are interested in testing, but they need information about what types of tests are given to their children, what tests measure, and how tests can be used constructively. Standardized tests are the particular concern of parents because they believe testing is an integral part of education. (Author/CM)

Part of the plan by the American Federation of Teachers (AFT) to prepare training materials and conduct conferences on improving teachers' use of standardized tests was to survey a representative sample of elementary/secondary teachers. This survey ascertains teacher preparation and knowledge in testing, teacher assessment of the importance of…

The Presidential Address at the 1986 National Council on Measurement in Education Annual Meeting argues that measurement specialists have tended to set unrealistic aspirations for the role tests play. The conjunctive decision making model is discussed and the use of data in the conjunctive and compensatory decision making models is examined. (JAZ)

This synopsis of the Committee on Ability Testing report (see ED 213 770 and ED 213 771) discusses recent controversy over testing limitations, test fairness, admissions testing, test disclosure, and test use in public schools to improve substandard performance. (CM)

These combined proceedings summarize presentations of two conference programs designed to address state-mandated student achievement issues. Dr. Terrel Bell delivered the keynote speech at a teleconference focusing on a broad perspective of competency testing. He discussed testing problems, as well as positive aspects such as comparison, diagnosis…

Standardized achievement tests are often misused as indicators of a school's quality or effectiveness relative to other schools. This is an incorrect use because it ignores variation among schools in student abilities, family support of education, student mobility, and other factors. People also misuse tests because they impute to them more…

Student test scores are increasingly used to judge the competence of the educational enterprise. Exaggeration of scores is the result of directing attention away from the individual student achievement to the average scores of schools, districts, and states. Implications and recommendations are discussed. (BJV)

High stakes testing has been in place in North Carolina since the late 1970s with highly visible, nationally norm-referenced tests administered to all students in several grades, as well as minimum competency testing as part of high school graduation requirements. A current back-to-basics movement has resulted in cuts to the testing program. A new…

A persistent problem in U.S. educational research has been how to explain the continuing low performance on standardized tests by certain racial and ethnic minority-group students, such as Chicanos. This chapter identifies abusive practices stemming from standardized testing that help to shape school failure among Chicano students, and discusses…

In this article, the authors describe various rationales for accountability testing programs over the past century. This history forms the backdrop for current test-driven reforms, including Public Law 107-110, the No Child Left Behind Act of 2001 (NCLB), which was signed into law in January 2002. The goals of the authors are first, to illustrate…