Chronicles the development of holistic evaluation in English testing, defines the term and others associated with it, and suggests the central reasons for its use. Discusses some of the problems and disadvantages of this powerful and generally positive approach to student writing evaluation. (HTH)

The article summarizes current knowledge as it relates to three basic requirements for assessment (qualified personnel, adequate tools, and fair implementation) and identifies research and evaluation priorities for special education and school psychology. Priorities include defining minimum competency for assessment personnel and identifying…

The general class of continuous growth models are described and examples representative of growth models suggested for various types of academic and/or physical growth are given. The fan spread hypothesis is discussed in relationship to natural growth models, as well as differential linear growth. (PN)

Almost every state has in place a state assessment and accountability system. These systems vary greatly in their characteristics but share a common global purpose of improving teaching and learning. Some of the variations in the state systems are discussed and illustrated with examples from selected states. Issues that are critical to the value…

This study examined processes and techniques teachers used to ensure that their assessments were valid and reliable, noting the extent to which they engaged in these processes. A sample of 625 elementary and secondary teachers received mailed copies of the Ohio Teacher Assessment Practices Survey, which asked about steps that they followed and the…

Many program evaluations involve some type of statistical testing to verify that the program has succeeded in accomplishing initially established goals. In many cases, this takes the form of null hypothesis significance testing (NHST) with t-tests, analysis of variance, or some form of the general linear model. This paper contends that, at least…

Studied the effectiveness of using voluntary or mandatory quiz sections and specific quiz section leaders in teaching of large chemistry courses. Concluded that both exam and quiz should be retained in the course, but the value of mandatory quiz section attendance is doubtful. (CC)

Nearly all S's who completed Holland's Self-Directed Search (SDS) without supervision made errors which affected their final three--letter summary codes. Such errors were unrelated to: (1) extent of subjects' interest in knowing more about occupations or majors they might like; or (2) whether they felt occupations suggested by summary codes seemed…

Examples of items on a test used to measure mathematical understanding are given. This article concludes the series; for previous articles see Volume 1 Number 5 July 1972 and Volume 1 Number 6 September 1972. (DT)

Attempts to present a methodology for evaluating potential for supervisory positions among a group of individuals labeled disadvantaged, by means of simulation exercises. (Author/DR)

Detailed description and justification of a new effort to improve American higher education grading system. (IR)

The increasing relation between domain-referenced measurement and its implications in instruction are discussed with the argument that construction methods available do not guarantee content validity which needs more attention to be effective. Two domain-referenced testing procedures illustrate construction and validity problems. (CM)

An investigation of the use of microfiche to replace bulky clinical testing materials is reported. With each student serving as both experimental subject and control, taking each kind of test, student preferred the nonmicrofiche form. No difference was found in time taken for testing or resulting grades. Sequence was significant, however.…

To set a standard on the "beardedness" test (see TM 507 062) the probability that a student with a specific score will be judged as bearded must be estimated for each test score. To get an unbiased estimate of that probability, a representative sample of students at each test score level must be chosen. (BW)

Livingston's (TM 507 218) response to Rowley (TM 507 062) is compared with the original Zieky and Livingston formulation of the Contrasting Groups Method of setting standards. (BW)