Discusses passage content and style, accessibility of the passages, their completeness, the extent to which the items are passage-dependent, and the extent to which additional knowledge is required to answer the questions on reading comprehension tests and exercises. (TO)

Examines the controversy surrounding the administration of the Metropolitan Achievement Test on reading and the subsequent recall of the results data by the chancellor of the New York City schools. (IRT)

Testing is a means of obtaining information about people and their status. Too often tests and testing govern us as educators rather than being governed by us. Reviews the problem and offers some suggestions. (Editor)

TESTING MATERIALS IN BOTH SPANISH AND ENGLISH LANGUAGE EDITIONS WERE REVISED AND NEW MATERIALS CREATED IN THIS PROJECT. THE NEW SERIES OF TESTS INCLUDED ADMINISTRATION, AND ITEM ANALYSIS OF THE COOPERATIVE INTER-AMERICAN TESTS. DATA FOR THE ENGLISH EDITIONS WERE GATHERED FROM SUBJECTS DRAWN FROM AMERICAN SCHOOLS, AND DATA FOR THE SPANISH EDITIONS…

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)

Provides information concerning a procedure for estimating the probability of placement error on a criterion referenced multiple choice test. (TJ)

The FRI and GORT tests are reviewed with attention to test rationales and purposes, test development, test administration, and making the purchase choice. Concludes that the FRI is the preferable test. (JK)

Reports a study of children's responses to a passage-dependent reading comprehension test. (HTH)

Identifies a valid reading test to be used in selecting prospective civil service employees. Discusses reading requirements of the job, selecting a commercial reading test, validating the reading test, and applicant scores on the selected test. (Author/CT)

Finds the revised Peabody Picture Vocabulary Test an improvement over the original edition. (AEA)

Four conceptually different variables in reading: (1) knowledge gained (new information), (2) amount comprehended (degree of understanding), (3) reading aptitude (differences between individuals), and (4) reading improvement (within individual changes as a result of treatment) are discussed. Existing measures of reading comprehension are evaluated…

Describes a team-based approach for creating Sentence Verification Technique (SVT) tests, a development procedure that allows teachers and other school personnel to develop comprehension tests from curriculum materials in use in their schools. Finds that if tests are based on materials that are appropriate for the population to be tested, the…

FIFTY-ONE SURVEY-TYPE GROUP READING TESTS DESIGNED FOR USE WITH HIGH SCHOOL AND COLLEGE STUDENTS ARE SUMMARIZED AND REVIEWED BRIEFLY. INFORMATION IS GIVEN ON THE RELIABILITY, VALIDITY, CONTENT, NUMBER OF FORMS, GRADE LEVEL, WORKING AND ADMINISTRATION TIME, DATA, PUBLISHER, GENERAL ABILITIES MEASURED, AND AUTHORS OF EACH TEST. COMMENTS ABOUT TEST…

A study was conducted at Cuyahoga Community College to test the relationship between student scores on timed and untimed reading comprehension and vocabulary tests, and to investigate the relationship between those scores and intelligence. The study sample included 72 students enrolled in classes at developmental, freshman, and sophomore levels.…

Several issues should be considered in selecting assessment instruments and procedures for use in adult literacy programs. Teachers must consider the purpose of the assessment; the appropriateness of the assessment instrument for adults; the reliability, validity, and practicality of the instrument; whether the assessment is culturally sensitive;…