The purpose of the present study was to empirically investigate the stability and accuracy of one suggested method for matching test difficulty to examinee ability level. Students' answers to traditional classroom tests were rescored by computer as if the examinations had been flexilevel tests. The scores thus obtained were found to correlate…

The Pupil Evaluation Program is a fall testing program required of all pupils in grades 3, 6, and 9 in the public and nonpublic schools of New York State. The program was originally established to provide information vital to the efficient management of ESEA Title I funds. It now provides an annual Statewide school-by-school inventory of pupil…

Cattell emphasizes that research on the personality structure should precede scale development; in this way, personality tests will approach the precision of ability tests. He discusses testing trends and the contribution of personality tests to the school setting--specifically to the prediction of achievement, underachievement, problem behavior,…

While many teachers view the current trend in education toward more formal methods of assessment with considerable anxiety, there seems to be little coherent expression of the part that assessment should play, and the form it should take. Outlines an approach to assessment that seems appropriate and supports educational requirements in a primary…

Presents a critical view of the roles played by test publishers, educational institutions, teachers and counselors, and students in the proliferation, administration and interpretation of standardized group tests. Focuses on issues of construct validity, cultural bias, accountability and the need for protection for test-takers. (DOW)

Examines the continuing controversy on test scores and student achievement in New Jersey. (RK)

Deffenbacher describes test anxiety as a psychological problem and outlines five possible responses of counseling. Carr suggests test anxiety is a political problem calling for preventive counseling stretegies rather than remedial corrective approaches. (Author)

Describes evolving trends in testing, including such topics as formative versus summative evaluations; the use of tests as a guide to instructional decision making; the need to focus on higher level cognitive skills; and the role of computers in testing. An annotated bibliography lists 10 relevant journal articles. (CLB)

Examines the following aspects of the relationship between assessment and student success: the developing relationship between assessment and instruction; a model comprehensive assessment and placement delivery system; a critical path for assessment and placement; campus studies; and student flow from assessment through instruction. (DMM)

Discusses how the current management perspective in assessing student outcomes can be redirected so that assessment is used primarily to promote student development and to enhance learning. Defines assessment; describes development of an assessment program, including determining goals and assessment needs, when and how to assess, and choice of…

Notes problems with the current emphasis on summative evaluation of student progress and argues that a formative approach would be more beneficial for students and teachers, offering both groups greater understanding of the learning taking place. Discusses practicalities of adopting formative evaluation procedures, e.g., teacher training, computer…

Discusses the need for researchers to determine what should be tested and how when evaluating educational computing programs, describes efforts of Educational Testing Service's National Assessment of Educational Progress (NAEP) to measure the impact of computers on achievement, and concludes that it will not be easy to evaluate computers' effects.…

In every instance in the process of constructing and using a test, the microcomputer can aid the classroom teacher. However, the teacher will not apply the microcomputer to classroom testing without added training both in classroom testing and in using the microcomputer. (BW)

As more and more states and districts develop their alternate assessments for those students unable to participate in the regular assessment, they are faced with the challenge of setting standards for their alternate assessments. Despite the variability in alternate assessments currently developed, including checklists, structured and unstructured…