This paper reports the results of a survey conducted in the spring of l981 that was designed to collect and summarize guidelines on appropriate test use from the various organizations, agencies, and associations involved in standardized educational testing. The primary objective of the study was to learn how these various groups define the issues…

Examines the stability reliability for the Woodcock-Johnson-Revised (WJ-R) and the Kaufman Test of Educational Achievement with approximately a two-week retest interval. Results indicate that across grade levels, the Broad Reading Cluster for the WJ-R remained the same. Most correlations for the clusters for mathematics and written language were…

Biased tests systematically favor some groups over others as a result of factors not part of what the test is said to measure. Bias is basically a problem of differential validity. Validity can be discussed in terms of either the procedures for establishing it or test use. Both ways clarify bias in any test. For content and construct validity, the…

This paper reports the results of the second of a series of collaborative studies examining how children acquire the skills to represent and solve verbal addition and subtraction problems. The purpose of this study was to identify the cognitive processing capabilities of a group of Tasmanian (Australian) children. Fifteen cognitive tests were…

This document reports on the procedures and results of the Atlanta Public Schools (APS) testing program in changing from the Iowa Tests of Basic Skills (ITBS), administered to grades 1 through 7 from 1973-79, to the California Achievement Tests (CAT), Form C, administered in Spring 1980 to provide a continuous testing program from the elementary…

This document contains the third of five volumes reporting the activities and results of a career education evaluation project conducted to accomplish the following two objectives: (1) to improve the quality of evaluations by career education projects funded by the United States Office of Career Education (OCE) through the provision of technical…

The purpose of this study was to identify the working memory capacity (M-space) for a group of 139 children (4 to 8 years of age) enrolled at Sandy Bay Infant School in Hobart, Tasmania, Australia. Four M-space tests -- The Counting Span Test (Case and Kurland, 1978), Mr. Cucui Test (DeAvila and Havassy, 1974), the Digit Placement Test (Case,…

This study sought to discover the relationship between Adult Performance Level (APL) Survey scores and General Educational Development test scores. In Cook County, Illinois, 269 students were examined on both tests; scores were found to be correlated. Author discusses the need for both approaches. (Author/CSS)

Results are presented for the 1985-86 administration of achievement tests in the Atlanta (Georgia) Public Schools. The following norm-referenced, standardized tests were administered: California Achievement Tests (CAT) in kindergarten; Iowa Tests of Basic Skills (ITBS) in grades 1 to 8; and Tests of Achievement and Proficiency (TAP) in grades 9 to…

Specifying the purpose and uses to be made of a test prior to administration is of paramount importance when one considers the time administrators and teachers spend on selecting, developing, administering and scoring tests and the amount of student time required to complete the tests. Determination of how test results will be used should be made…

The relationship between the Instructional Process, Instructional Objectives, and Assessment Tasks, identified at the School City of Gary, Indiana, necessitate an effective testing program. Four characteristics perceived crucial to a sound program were: (1) The program should be continuous, (2) The testing program should be comprehensive, (3)…

The concern with the negative impact on blacks of the national trend toward assessing aptitude achievement and intelligence almost solely through test instruction whose validity and/or administration method is often suspect is reflected in this document. It reports the conference proceedings of the National Association for the Advancement of…

A survey was conducted among Ontario, Canada teachers, administrators, and parents regarding the following aspects of French-language achievement testing: which standardized and criterion-referenced tests were used; who developed the tests; how test results were used; how school boards communicated test results to parents; what trends existed in…

The results are presented of the validation study of reading and mathematics criterion referenced tests, administered to South Carolina students in grades 3, 6, and 8. This testing was mandated by state law to field test a competency based assessment program. The study was based on three activities: (1) test selection; (2) content validation; and…

This chapter should not only acquaint the reader with the present state of the art on Criterion-Referenced (CR) measurement but also suggest possible directions for further inquiry. The goal of the first part of this chapter is to deal with the definitional dilemma of CR measurement by proceeding from the more traditional view of CR measurement to…