This mixed-methods case study focuses on the third through fifth grade classrooms at a public elementary school in a Midwestern urban school district where the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) assessment is being implemented. According to the school district, the goals of these tests are: to show…

Should individuals use a test for purposes other than those for which it was originally intended? Should they give it to groups of people other than those for whom it was originally designed? This issue of "Educational Testing Service (ETS) R&D Connections" provides ideas for repurposing tests. (Contains 1 footnote.)

The purpose of this study was to investigate the impact of high-stakes testing under the No Child Left Behind (NCLB) Act on school culture. Individual interviews and focus groups were conducted with first grade through sixth grade teachers and principals from two of Nebo School District's schools located in Utah. Their responses were categorized…

The myth equating high-stakes testing with rigor and difficulty is one that can be debunked given the empirical work that has been conducted in this area. To completely debunk this myth in gifted education, the field must centralize efforts. Educators need to consider alternatives to the current system of assessment and the delivery of…

Opposes Holt's suggestion to eliminate testing; states that the evils he suggested are not inherent in testing but in test administration and interpretation. Supports material-imbedded tests using unobtrusive measures. (MH)

Since 1960, an increasing number of books have been written on the theme of test-taking. Prior to that time, such information was found primarily in books concerned with learning and studying. Thirty-five referecnes related to test-taking are described in chronological order beginning with the most recent publication data. (DE)

The technique of oral testing, viewed as a viable alternative to written tests (e.g. true-false/multiple choice and essay/objective), is examined. The goals of this technique are to (1) have tests fulfill the objectives of most teachers, and (2) thereby have examinations truly be learning experiences for students. (SH)

This discussion centers on appropriate test designs, administration strategies, and score interpretations with young children. Part of a theme issue on student assessment. (SJL)

In this paper the author discusses the involvement of private corporations in administering educational exams. Specifically described are the company, Pearson Plc, a multi-national publishing and media conglomerate, and owner of Edexcel, one of England's three remaining "unitary awarding bodies." The intensification of the involvement of…

This glossary of terms used in educational and psychological measurement is geared toward the non-specialist in measurement. Terms which are considered basic are defined, such as those used in test manuals or educational journals. Definitions are based on current usage in textbooks in the areas of educational and psychological measurement and…

This commentary analyzes Professor Bloom's definitions of kinds of evaluation and the needs for evaluation in education. In a discussion of the nature of tests of cognition, memory, and production and evaluation abilities, Professor Guilford stresses the need for concern with acquisition of specific items of information and with general…

Reviews the new "Standards for Educational and Psychological Testing" (1985) (Standards), the latest in a series of five publications intended to inform professionals who use tests of the best available technical and ethical recommendations regarding testing practices and procedures. Describes the Standards, compares it with the 1984…

Discusses the testing and research projects conducted by the Educational Testing Service in Princeton, New Jersey. (PG)