Presented are common words and phrases which are encountered in the statistical analysis of test results. Included are analysis of the mid-point, distribution of scores, calculation of scaled scores, test reliability, item analysis, and coefficients of reliability. (CS)

Discusses the fundamental principles of evaluation to show that the conventional approaches to testing have led to a situation where procedure requirements overshadow the objectives of the learning process. Advocates instruments that address realistic communication goals and states criteria based on the learner's need for continous, constructive…

Examines the arguments against the indiscriminate use of readability formulas. (FL)

Analyzed the Matching Familiar Figures Test, which has been employed by researchers to determine conceptual tempo, for potential use as a tool for the clinician. Discusses the psychological factors inherent in impulsivity. Suggests the primary deficits are a lack of norms as well as an alternate form. (Author)

Describes relationship between curriculum and learner evaluation in Jordan of English language teaching. Claims Oxford Secondary English Course for Jordan tests are defective, speaking is ignored in tests, reading comprehension is neglected and tests are exclusively discrete-point tests. Suggests use of cloze tests and translation. (BK)

An account is given of the introduction of multiple-choice and other forms of objective testing into the assessment of a first-year university elementary analysis class. (MP)

Examines four types of evidence of literacy trends and performance among schools and students: national literacy data; then-and-now studies; Scholastic Aptitude Test trends; and test renorming studies, particularly those pertaining to the 1970s. Argues that both sides of the debate concerning the quality of education have misrepresented evidence…

Four computer-animated tasks were created to analyze the underlying structure of emerging phonological awareness at 3.5 years of age and to explore factors that influence children's (n=91) performance. The children were able to master tasks demanding identification, blending, and continuation of phonological units. Analysis supported two major…

Responds to five major articles by Duckworth, Goldman, Healy, Sampson, and Goodyear on issues pertaining to testing and assessment in counseling psychology. Suggests that such a diversity of approaches leads to a more comprehensive and flexible model of counseling, adaptable to differences in clients, context, and counselor personalities. (TE)

A modification index is presented to aid in reformulating hypothetical models rejected after analysis of empirical data. This index is an improvement over the one in the LISREL V computer program in that it takes into account changes in all parameters of the model when one parameter is freed. (SLD)

Considers racial impact of using ability tests for employment decisions. Notes agreement that large differences exist in performance on general ability among races and that there is probable relation between general ability and job performance for most jobs; disagreement about whether racial differences in general ability are fixed and about size…

Twenty-seven elementary-level special educators used frequent curriculum-based measurement to test their a priori hypotheses about the relative effectiveness of different teaching strategies. The teachers became less dogmatic in their beliefs about effective teaching strategies and were more accepting of the premise that teaching strategies are…

This article identifies language issues confounding the assessment of deaf students' English writing competence. Possible alternate methods of test administration are explored, and direction for future test development is offered. (Author/DB)

Describes how a high school chemistry teacher used reading, writing, discussion, and cooperative presentations to reshape examinations so as to teach students as well as assess them. Describes how students had multiple opportunities to express understanding of chemistry concepts and how the teacher could assess students' abilities to communicate…

Two examples of the interaction between computer technology and assessment are described: a tool-based knowledge representation approach to assess content understanding and a team problem-solving task involving negotiation. The examples serve as the context for the exploration of validity, equity, and utility. (LZ)