Describes a school board's decision to employ a standardized reading proficiency test despite the fact that the test was proven to be passage independent and thus did not measure reading comprehension. (DD)

The implementation of a district-wide testing program requires careful consideration of credibility issues. These issues have been frequently overlooked or treated casually by test developers and users alike. It is well enough to study the reliability and validity issues involved when selecting instrumentation. It is also necessary to identify…

Improved communication and cooperation between test publishers and school systems is essential for solving major test problems. Test-curriculum matching, test equating, and inappropriate use of grade equivalent scores are major problem areas. The degree to which a standardized test yields information relevant to what the system is trying to teach…

The history and development of city-wide testing programs in Chicago since 1936 are reviewed and placed in context with the impact on testing of Sputnik and the passage of the National Defense Education Act of 1958. Current testing problems include the time lag between events and curricular changes and new test construction, the time lag between…

As a preliminary step in customizing the Stanford Achievement Test, a study was made to compare the test items at each level with the curriculum objectives of a Florida school district, classifying them as either matching, above or below grade level, or unmatching. Results are shown in table form. (TE)

Provides a cursory comparison of four popular social studies achievement tests, discusses the relationship between the subject matter and the test, and provides examples of new methods of testing that give the teacher and the class tools for summarizing and interpreting what they are learning as they work together. (Author/IRT)

In spring 1996, Arizona's Glendale Community College (GCC) undertook an evaluation of an introductory macroeconomics course using the national Test of Understanding in College Economics (TUCE III). Specifically, the study sought to determine how GCC student outcomes compared to national results on the TUCE III and if the college's macroeconomics…

In spring 1996, Arizona's Glendale Community College (GCC) undertook an evaluation of a microeconomics course using the national Test of Understanding in College Economics (TUCE III). Specifically, the study sought to determine how GCC student outcomes compared to national results on the TUCE III and if the microeconomics course made a statistical…

Consideration is given to the degree of congruence between objectives and test items in the evaluation of objective-based testing. An analytic technique that measures congruence is described, and a bibliography is provided. (CK)

This article examines 10 critical factors to be considered in selecting a well constructed standardized tests. The 10 factors may serve as model selection criteria for educational practitioners who are responsible for selecting tests for Black students. (Author/DOW)

For the most part, standardized tests are verbal and presuppose that the test takers know the language, culture, and values of the test makers, who usually represent white, middle class language and values. The communication problems that minority groups face when taking standardized tests include phonological biases (especially when the tests are…

Reports on recent changes in examination policy and practice in China, England and Wales, the Federal Republic of Germany, France, Japan, Sweden, the United States, and the Soviet Union. Identifies and discusses some significant trade-offs arising from the implementation of examination policy. Discusses four nearly universal dilemmas of…

This paper reviews the research in the area of achievement tests. The findings indicate: (1) there is little evidence that educational decision makers use the large amount of test data collected; (2) a larger number of tests are being required of students for personal certification; (3) reasons for the lack of application of test results include…

This monograph serves as a nontechnical guide to teachers, counselors, school psychologists, administrators, parents, and others who use the 1974 Standards for Educational and Psychological Tests. The Standards are a concise summary of standards and guidelines for the development, evaluation, interpretation, use, and reporting of information on…