Three areas of concern related to test bias and validity should be considered during the revision of the Standards for Educational and Psychological Tests. The first area concerns the sources and consequences of test bias. Five sources of bias have been identified: numerical bias, role bias, status bias, stereotypic bias, and familiarity bias. The…

A procedure for in-depth analysis of a limited number of tests being considered for selection by a school, district, project, or state personnel is described. This procedure involves listing the objectives that it would be desirable to measure determining the relative importance of each of these objectives, having "judges" match test items to…

As part of the development of a collection of criterion-referenced test reviews, a survey was conducted to determine the information needs of educators who select tests. Three aspects of test selection were emphasized: (1) factors affecting choices among available tests; (2) consumers' knowledge, beliefs, and attitudes about criterion referenced…

This study surveyed 53 master's level students in two tests and measurement classes to determine if and in what fashion they had been victimized by testing and evaluation. The purpose of this activity was to acquire personal data which could be used to both dramatize and formulate criteria for the construction of classroom tests. A majority of…

Characteristics which should be considered in reviewing any standardized reading test include validity, reliability, standardization sample, areas assessed by the test, type of response required by the child, individual versus group administration, time needed for administration, availability of equivalent forms, scoring options available,…

The publisher's perspective of testing and the curriculum can be described in terms of the criteria for selecting norm-referenced standardized achievement tests: (1) market need--what the customer needs and wants; (2) product match--whether the product neets the need; (3) distribution--whether or not the product can be sold; and (4) end user…

Certain types of evaluation tools used in continuing education offerings limit the evaluation process and hence the value of the offering. Asking a yes/no question as an exclusive evaluation method for learners' achievement of objectives is inappropriate for certain types of offerings. Provision should be made for assessment of continuing…

This is a selected compilation of 47 items relating to criticisms of tests and testing. The items cover the period of ten years immediately preceding the year 1966 and are held to be scholarly writings almost without exception. The books and articles listed carry extensive annotations and focus on the following aspects of tests and testing:…

This manuscript was written to provide rehabilitation professionals, and vocational evaluation practitioners in particular, with information about learning style assessment instruments. The first section of the guide consists of a literature review that focuses on such aspects of development of the learning styles concept as individual…

Abstracts are presented of the major conference papers and thematic discussions delivered at the 1978 Measurement and Methodology Conference. The titles of the presentations are: Policy-Responsive Evaluation (Wiley); When Educators Set Standards (Glass); Comments on Wiley and Glass (Schutz); Key Standard-Setting Considerations for Minimal…