Standardized achievement tests are often misused as indicators of a school's quality or effectiveness relative to other schools. This is an incorrect use because it ignores variation among schools in student abilities, family support of education, student mobility, and other factors. People also misuse tests because they impute to them more…

This handbook, in two parts, constitutes a manual prepared by the American Federation of Teachers, for improving teachers' use of standardized tests. Part I outlines basic concepts and issues surrounding standardized testing for teachers, parents and school administrators. The terms norm-referenced tests, criterion referenced tests, minimum…

This article analyzes potential problems in using standardized achievement tests in early childhood education settings. The first problem discussed is whether the outcomes typically measured by standardized achievement tests are the outcomes about which early childhood educators are most concerned. Second, it is argued that a concern for test…

During the spring semester of 1987, the Alabama State Department of Education conducted a statewide assessment study in which all teachers and principals participated. The classroom performance of teachers was observed, and their teaching competencies were measured on low- and high-inference instruments. These measurements were to be used to…