The high-stakes College English Test (CET), developed, administered, and reformed over the last 20 years, has received great attention in the aspect of washback on teaching and learning from previous research. Very few studies explored its consequences in the workplace domain--being used as a screening lever. This research aimed to 1) compare…

We investigated the use and validity of standardized achievement tests for summative evaluation of 78 educational intervention projects funded by the Institute of Education Sciences (IES) math and science education program. Investigators from 46 projects evaluated curricular interventions with standardized achievement tests as outcome measures.…

Objective: To analyze the literature in which researchers have utilized the National College Health Assessment (NCHA) I or the NCHA II. Participants and Methods: The authors selected peer-reviewed articles published between 2004 and July 2013 utilizing a single search term: National College Health Assessment. Articles were assessed for instrument…

"Linking" is a term given to a general class of procedures by which one represents scores X on one test or measure in terms of scores Y on another test or measure. A recent taxonomy by Holland and Dorans (2006; Holland, 2007) organizes the various types of links into three broad categories: prediction, scale aligning, and equating. In…

Newton's article (2010) makes three main contributions to the literature. First, it is transatlantic, bringing together literatures that have been dealing with similar problems, using sometimes different methods and certainly with distinctive educational, cultural perspectives. He points out that neither of these literatures has all of the…

Classroom measurement devices, when tailored to fit a teacher's particular instructional objectives, are essential for optimal teaching and learning. Teachers use test data to assess students' progress but often fail to analyze tests for validity. This article shows how locally and correctly developed assessment tools may serve a variety of…

Raises philosophical and technical questions about the Tennessee minimum competency testing program, including: what subject and skills are basic; who determines what competencies are minimal; what should be the consequences of failure; who is responsible for remediation of failing students; do or should skills being taught match skills being…

Describes the Child Abuse Potential Inventory and associated psychometric data. Discusses uses and misuses of the inventory, general test limitations, and screening instruments available to professionals concerned with child maltreatment. (RJC)

A review of public demand for accountability uncovers three types of educational assessment problems: demand for valid reading measures, need for a broader range of assessments, and value of assessments for various audiences. Integration of the various types of assessments is recommended. (SK)

Reasonable and practical solutions to two major problems confronting the developer of any test of educational achievement (what to measure and how to measure it) are proposed, defended, and defined. (Author/PN)

Suggests that assessment must be built into the curriculum and focused upon the kinds of skills students need. Considers much educational testing in writing to be reductionist, unrealistic, and detrimental to learning. Critiques writing assessment's trust and reliance on a single or small sample of student work collected and scored outside of a…

Concludes that the lack of normative data, the suggestion that even one failure on the test (with approximately 111 items) makes a child suspect for "at risk" labelling, along with the brevity of directions and interpretation of data require that the test be used with great caution. (FL)

Reviews four uses for norm-referenced tests of reading comprehension. Concludes that three of the uses are actually misuses and that the only appropriate use is for predicting future student performance. (FL)

Three important issues related to the testing debate, particularly in the context of college and professional school admissions, are reviewed and evaluated. (Author/AL)

Argues that giving students a reading test that is above or below their levels of achievement will yield inaccurate information. (FL)