Professional educators as goal formulators are presented as the responsible agents of accountability. Norm- and criterion-referenced testing are compared and suggestions for accountability and goal development are given. (RAO)

The drop in standardized test scores may be due to the fact that the standardization samples on the basis of whose performance the test norms were established no longer represent the testees to whom the tests are applied. (Author/LS)

Discusses the use of the SAT score for placement into college-level developmental skills programs and the appropriateness of using this type of norm referenced testing in placing students. Criterion referenced tests are suggested for assessing specific student skills necessary for college work. (RAO)

A discussion of using individual expectancy scores rather than comparative group scores in evaluating achievement gains. (HB)

The adoption of a criterion-referenced assessment system and the resulting disadvantages of this form of evaluation for the college general education program are discussed, including problems in identifying assessment validation procedures. (RAO)

An overview of the articles and definition of terms for the journal topic of domain reference testing. (HB)