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Nettles, Michael T.; Millett, Catherine M.; Einarson, Marne K. – College Board Review, 2001
Explores why underrepresented minorities test relatively low on college admission tests and how the tests can be improved to predict student success. Argues that the system must address differences in backgrounds, learning styles, and study habits. Outlines a research agenda to arrive at a solution. (EV)
Descriptors: College Entrance Examinations, Minority Groups, Research Needs, Standardized Tests
Harrington, Phillip J. – 1980
An historical overview is presented of criticisms arising during an early period of large-scale standardized testing in the United States: the post World War II period when the Educational Testing Service was established. Not only is a brief description of the controversy provided, but the fact that many problems of assessment are not transient…
Descriptors: College Entrance Examinations, Educational History, Multiple Choice Tests, Standardized Tests
Peer reviewed Peer reviewed
Weiss, John – Educational Measurement: Issues and Practice, 1987
Differences in test scores can be attributed to various causes, including genuine knowledge differences, test-taking abilities, and irrelevant and biased questions. The Golden Rule reform is a safeguard to ensure that standardized tests measure relevant knowledge differences between test takers and not irrelevant, culturally specific factors. (JAZ)
Descriptors: Culture Fair Tests, Minority Groups, Standardized Tests, Standards
Neill, D. Monty; Medina, Noe J. – Phi Delta Kappan, 1989
Standarized, multiple-choice tests have become the major criterion for a wide range of school decisions affecting student placement, curriculum format, and teaching style. Improved assessment will not reform education. The more insightful and powerful the assessment tool, the more damage is caused by its misuse. Includes 70 references. (MLH)
Descriptors: Elementary Secondary Education, School Readiness, Scores, Standardized Tests
Peer reviewed Peer reviewed
Gordon, Edmund W.; Terrell, MoliDawn D. – American Psychologist, 1981
The present social and political climate is marked by an increasing appreciation of human diversity and of society's need to accommodate such diversity. The social context for testing is thus fundamentally different from that in which standardized testing developed. Testing should now be more concerned with facilitating equal opportunity.…
Descriptors: Educational Testing, Justice, Minority Groups, Psychological Testing
George Washington Univ., Washington, DC. Inst. for Educational Leadership. – 1980
The transcript of a six-part National Public Radio broadcast on standardized testing is presented. The first part focuses on the reasons tests are administered; these reasons are discussed by proponents and opponents of testing. Part Two contains a discussion of the possible bias of tests, and their validity. The third part discusses the…
Descriptors: College Entrance Examinations, Scoring, Standardized Tests, Student Attitudes
Griffin, Andrew H., Jr. – 1978
The implications of standardized testing for minority students are explored. Test terminology is described in terms of objectivity, standardization, reliability, and validity. Primarily, however, the paper reviews the objectivity of standardized testing, that is, of those tests which are either norm-referenced or criterion-referenced. The use of…
Descriptors: Blacks, Examiners, Minority Groups, Standardized Tests
National Council of Teachers of English, Urbana, IL. – 1974
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…
Descriptors: English Instruction, Norm Referenced Tests, Secondary Education, Standardized Tests
Fincher, Cameron – 1976
The paper considers the controversies of standardized tests and group differences as they relate to the formation of public policy. The overlapping or confounding issues of standardized tests and group differences have long since become matters of public policy. Neither separately nor jointly can the issues be resolved within the confines of…
Descriptors: Ethnic Groups, Intelligence, Nature Nurture Controversy, Public Policy
Peer reviewed Peer reviewed
Rudner, Lawrence M. – Volta Review, 1978
In the study which involved 618 normal and 2,821 hearing impaired students using 13 subtests of the 1964 Standard Achievement Test, Intermediate I Battery, 26 items were identified as biased against hearing-impaired examinees. (Author/SBH)
Descriptors: Achievement Tests, Elementary Secondary Education, Exceptional Child Research, Hearing Impairments
Taylor, Orlando L. – Journal of Non-White Concerns in Personnel and Guidance, 1978
The thesis is that a test taker's chances for success on a standardized test are related to the similarity between the test taker's linguistic competence and the linguistic presuppositions of the test. This article is adapted from a paper presented at the 1977 Georgetown University Roundtable of Linguistics. (Author)
Descriptors: Cultural Differences, Language Patterns, Linguistics, Standardized Tests
Peer reviewed Peer reviewed
Ebel, Robert L. – Arithmetic Teacher, 1979
A defense of testing is given. The author examines opposition to and criticism of testing, and discusses teaching to the test, effects on curricula, and test bias. (MK)
Descriptors: Achievement Tests, Curriculum, Educational Assessment, Evaluation
Peer reviewed Peer reviewed
Rafferty, Eileen A.; Treff, August V. – ERS Spectrum, 1994
Addresses issues faced by institutions attempting to design school profiles to meet accountability standards. Reports of high-stakes test results can be skewed by choice of statistic type (percent of students passing versus mean scores), sample bias, geographical transients, and omission errors. Administrators must look beyond "common…
Descriptors: Accountability, Achievement Tests, Comparative Testing, Elementary Secondary Education
Green, Donald Ross; Yen, Wendy M. – 1983
The Comprehensive Tests of Basic Skills, Form U, is scored in two ways: number-correct and pattern. The latter makes use of the information about which particular items are answered correctly, giving more weight to the more discriminating items and making allowances for guessing. Critics have suggested that black students are penalized by pattern…
Descriptors: Basic Skills, Black Students, Elementary Education, Guessing (Tests)
Millman, Jason – NCME Measurement in Education, 1981
Arguments against competency testing surface continually, and classic counter-arguments reoccur. Nevertheless, minimum competency testing and other accountability efforts have much public support. Those claiming that the tests are not relevant or do not have predictive validity, also say they are coachable and biased. Answers are given to these…
Descriptors: Accountability, Confidentiality, Elementary Secondary Education, Standardized Tests
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