Given the relatively high intercorrelations observed between mathematics achievement, reading achievement, and cognitive ability, it has recently been claimed that student assessment studies (e.g., TIMSS, PISA) and intelligence tests measure a single cognitive ability that is practically identical to general intelligence. The present article uses…

This paper examines ways in which the teaching of critical thinking skills at the college level have been evaluated. It is noted that two problems exist in using validated tests for critical thinking: (1) intelligence tests do not address critical thinking in specific courses or fields of knowledge; and (2) validated tests are not designed to…

Examines accuracy evaluation in published testing programs of the following: J. M. Cattell; C. Spearman; A. Binet; L. M. Terman; R. M. Yerkes; E. L. Thorndike; and W. D. Scott. Developing community and consensus on testing required convergence between theorists and practitioners. (SLD)

THIS REPORT OF WISCONSIN'S COMPENSATORY EDUCATION PROJECTS CONTAINS INFORMATION PERTINENT TO THE FOLLOWING AREAS--OPERATION AND SERVICES, DISSEMINATION OF INFORMATION, SELECTION OF PROJECT EVALUATION, DESIGN, PROBLEMS, RELATION TO OTHER ESEA TITLES, COORDINATION WITH COMMUNITY ACTION PROGRAMS, COOPERATIVE PROJECTS BETWEEN DISTRICTS, SERVICES TO…

The author takes the position that standardized tests, as presently developed and marketed, do have potentially positive uses. However, these advantages are outweighed by the tests' deleterious effects on children and programs. Standardized tests refer to published, norm referenced, achievement and intelligence tests which contain specific…

The research study sought to determine the status of student assessment instrumentation and practices in programs dealing with the transition of special education students from school to work or postsecondary education, and to determine areas where current practice was not able to meet the changing demands of transitional services. Transition…