An outcome of the excellence movement has been an increase in state control of education, especially through state-mandated testing, as testing has become the preferred means of trying to effect change in education following the popularity of accountability and minimum competency testing. Suggestions for using tests prudently are listed. (DCS)

This article reviews developments in the field of educational measurement over the preceding 20 years, focusing on criterion-referenced measurement, item response theory, standard-setting methods, and equating methods. (TJH)

The Texas Academic Skills Program (TASP) assessment of basic skills for college was mandated by the Texas legislature in 1987. Students in Texas public colleges and universities that fail a section of the test--reading, writing, or mathematics--must attend remedial courses until they can pass all sections. They may not enter upper division courses…

These combined proceedings summarize presentations of two conference programs designed to address state-mandated student achievement issues. Dr. Terrel Bell delivered the keynote speech at a teleconference focusing on a broad perspective of competency testing. He discussed testing problems, as well as positive aspects such as comparison, diagnosis…

The New York State Preliminary Competency Test in Reading is designed to measure a student's ability to understand written material of varying levels of difficulty. Results are used to evaluate a student's current level of achievement in reading and to indicate the extent of compensatory or remedial help which may be necessary to pass the final…

The Texas Academic Skills Program (TASP) is a statewide program designed to ensure that all students attending public colleges and universities have the basic reading, mathematics, and writing skills necessary to perform effectively at the college level. All entering first-time freshmen are required to take the TASP test, which has a basic skills…

Assessment of the College-Level Academic Skills Test Project (CLAST) at Florida colleges and universities is discussed. Included is an overview of the role of placement testing for entering freshmen and the questions that should be answered regarding the effectiveness of current entry testing and course placement practices. Information is included…

This memorandum discusses a number of recommendations proposed for changes in the Michigan Educational Assessment Program (MEAP). The Higher Level Assessment Study Group discussed ways to further MEAP testing goals: expand testing into additional subject areas, for every pupil, on a cyclical basis; set higher standards encouraging student…

To permit local districts to exercise their option to use standardized tests for state-mandated evaluations, a test rating form was developed. A key concern was the percentage of state approved reading and mathematics skills measured by a test, rather than the test's value for other uses. Other content concerns were readability and cultural and…

In response to eight questions concerning educational achievement, the National Academy of Education's Committee on Testing and Basic Skills cited four changes in school practices which have caused declines in writing skills and Scholastic Aptitude Test scores. Those changes are a proliferation in courses with less rigorous intellectual standards;…

The administrators' and teachers' manual for the New York State Preliminary Competency Test in Reading provides information on the student population to be tested; the degrees of reading power (DRP) methodology to measure students' reading comprehension; the test content; and the state reference point, a cutoff score expressed in terms of…

School and government officials, system administrators and other policymakers offer a variety of reasons for engaging in high stakes testing: to monitor student performance, to measure teacher and/or school effectiveness, to ensure accountability, etc. Some of these reasons are good; others not. But the best reason--one that is never offered,…