Political perspectives on the advisability of state achievement comparisons have changed substantially over the last half-century. As Selden (2004) noted regarding the National Assessment of Educational Progress (NAEP), "[w]hen it began in the 1960s, NAEP specifically was designed "not" to provide comparisons among states. This was…

Percentile scores appear to be the easiest standardized test scores for parents to understand. Yet in this true-false test, Hills reveals commonly held misconceptions about percentile score reports. (LC)

The purpose of this handbook is to acquaint principals and teachers with the California Achievement Tests, mandated by the Maryland State Department of Education. Reports of the test results are also discussed. The first chapter describes the test and provides examples of question formats. A table of the objectives measured is also included. The…

Diagnostic judgments are often based on the comparison of two measures in order to judge whether the individual shows a genuine discrepancy in the traits or characteristics that the two measures represent. Until a perfect psychometric battery comes along, psychometricians can offer some guidance on the level of confidence to be placed in…

The purpose of this handbook is to provide information and guidelines for using data from standardized tests. The handbook consists of six sections: (1) explains the rationale for district-wide testing; (2) discusses a district testing program; (3) presents guidelines for testing which describes procedures for administering standardized tests; (4)…

Explanations of and guidelines for using the Stanford Achievement Test for Hearing Impaired (SAT-HI) children are given. Types of scores from the test (raw scores, grade equivalent scores, scaled scores, and percentile rankings) are described. Limitations on test interpretations are suggested as well as reminders on using achievement test scores…

This article argues that the validity of standardized achievement test-score interpretation and use is problematic; consequently, confidence and trust in such test scores may often be unwarranted. The problem is particularly severe in high-stakes situations. This essay provides a context for understanding standardized achievement testing, then…

The use of Stanford Achievement Tests (SATs) with hearing impaired students is considered. Background of the test is given, and the SAT-HI (SAT for the Hearing Impaired) is discussed in terms of its content, item wording, and norms. Among six specific recommendations made are to use the SAT-HI because it minimizes floor and ceiling effects,…

Differentiation among gifted junior high students who score at the 98th or 99th percentile on in-grade achievement tests of quantitative abilities can be accomplished by administering a test normally given to older students such as the College Entrance Examination Board's Scholastic Aptitude Test-Mathematical (SAT-M). SAT-M scores of 396 7th, 8th,…

Responding to critics of testing, the author presents an argument in its favor--that testing is one of the ways in which a teacher may gather information necessary for student monitoring and instructional decision-making. (SJL)

Contained in this packet on standardized tests and testing in English is a miscellany of materials written by students, teachers, researchers, test makers, and others about the uses, abuses, and misuses of standardized tests. The materials are not intended to be a definitive study of the standardized test in English but rather to provoke…

The means and standard deviations of standard scores on the new Vineland Adaptive Behavior Scales vary considerably from age group to age group in the standardization sample. Thus, different standard scores may reflect the same levels of performance in terms of distance from the mean. (Author/CL)

In conjunction with testing mandates, some states have developed new measures intended to reflect changes in thinking about reading. Discusses, in dialogue form, whether these new measures support educational improvement or limit them. (BJV)