West Virginia Bill 300 (Jobs Through Education Act) requires all students in grades 1-11 to take the Stanford Achievement Test. A minimum of 50 percent of a school's students in grades 3-11 must perform in the third quartile or the school will be considered deficient. A clause in the bill states that all students will be tested except those…

The Grade 11 High School Proficiency Test (HSPT) and the New Jersey Early Warning Test (EWT) are two key standardized tests that indicate academic ability of county high school graduates which colleges will need to address. While HSPT scores for county high school districts reflect a range of competency in reading, math, and writing, the majority…

This study sought to investigate the educational outcomes of the College-Level Examination Program® (CLEP®) for students who earned credit through CLEP compared to those students who earned comparable credit through the Advanced Placement Program® (AP®) and through traditional course enrollment. In order to evaluate the short- and long-term…

Issues in the foreign language placement of college students are discussed: the necessity of a placement test for all incoming students, selection of such a test from the available options, decline of student performance in the last 20 years, and articulation courses from high school to college. (MSE)

Even in an educational tests and measurements classroom it is possible to stimulate student creativity and divergent thinking. Examples of projects and test constructions are given to provide food for thought for the creative teacher. (JN)

Discusses the need for mathematics teaching to be matched to children's understanding rather than to the demands of mathematics. Illustrations are given from the results of testing British children by the Concepts in Secondary Mathematics and Science (CSMS) Project, Chelsea College, University of London. (HM)

Argues that to understand differences in academic achievement among students of various genders, ethnic groups, or socioeconomic backgrounds, educators must look beyond differences in test scores to examine indicators associated with academic performance. Highlights academic-related indicators in the school improvement process: (1) educational…

Presents the assessment and grading practices of 19 mathematics classes in five high schools in three states. In each class the most frequently used assessment tools were tests and quizzes, with these determining approximately 77% of students' grades. In 12 classes other forms of assessment such as written projects or interviews were also used.…

Points out the following problems with standardized testing and reforms at the middle school level: (1) misalignment of test-based reforms and standards-based reforms; (2) geographic disadvantages; and (3) disadvantages for learning disabled. Presents example of two students' standardized test scores as illustrations of the non-alignment problem.…

Claims that standards-based tests neither measure skills and knowledge accurately nor help educators do a better instructional job. The article offers suggestions in four areas to make the tests contribute to improved instruction: measurement of content standards; descriptions of standards; standard-by-standard reporting; and locally administered…

The reading of English placement essays has become the high spots of the semester for faculty at Long Beach City College. A grant to evaluate an English placement test by the Fund for the Improvement of Post-Secondary Education is discussed from the viewpoint of the dean, a faculty member, and a consultant. (MLW)

Describes a study of basic skills testing in mathematics and reading. Examines the relationships between mathematics course performance and class standing, gender, age, transfer status, and math Scholastic Assessment Tests (SAT) scores; and reading course performance and verbal SAT, Nelson Denny Reading Test, and Degrees of Reading Power Test…

Two analyses are provided to demonstrate that the population of students with learning disabilities is distinct from the population of low-achievers. Reasons for different interpretations of Bob Algozzine and colleagues' research are suggested. Assumptions surrounding the reality of learning disability are explored, as are differing perceptions…

Reports results of a study that compared the measurement competencies in student assessment of teachers, counselors, and school administrators. Draws implications for pre- and inservice training for professionals in education. (LKS)

Six prominent educators discuss barriers to achieving quality authentic assessment and the feasibility of implementing authentic assessment on a national basis. Points out the importance of using multiple assessments, the lack of a definition of authentic assessment, problems in developing quality assessments, and the immense cost of implementing…