THIS BIBLIOGRAPHY WAS PREPARED TO PROVIDE A SOURCE MANUAL ON TRAINING QUALITY CONTROL. REFERENCES ARE DIVIDED INTO FIVE CATEGORIES--(1) GENERAL PAPERS ON PROFICIENCY MEASUREMENT, ACHIEVEMENT TESTING, RATIONALES, AND BIBLIOGRAPHIES, (2) COMPLETE MANUALS FOR TESTING PROGRAMS OR PERFORMANCE TESTS, (3) STUDIES EVALUATING OR DESCRIBING TEST METHODS,…

The present bibliography contains over 400 titles: 150 language tests for the mother tongue, 130 tests for second languages, and over 100 titles of documents and information concerning language testing. The volume consists of seven parts. In Parts I to V inclusively are titles of tests listed as follows: second language tests, mother-tongue tests,…

To compare the live method of administering dictation tests with the recorded method, the United States Training and Employment Service (USTES) conducted studies in cooperation with the State Employment Services of Alabama, Colorado, Minnesota, Mississippi, New York, and Utah. The procedures were similar in each state, with samples being broken…

Two papers concerned with the ethics of testing and one paper that is a proposal for alternatives to psychological testing, presented at Session II of the Invitational Conference on Measurement in Education, are provided. The papers and their authors are: "Ethical Issues and Questions about Testing Confronting Test Publishers" by Thomas J.…

A computerized version of the Minnesota Multiphasic Personality Inventory was developed that incorporated both administration and scoring. This method was compared with the original manual form. The results indicated that the test-retest reliability was high regardless of the method of administration and that similar results were obtained on the…

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)

Discusses advantages and disadvantages of norm-referenced and criterion-referenced tests. (JF)

General procedures involved in the administration, scoring, and interpretation of individual psychological tests are explained for parents. (KW)

The consequences of the assumption that the expected score is equal to the true score are shown and alternatives discussed. (MS)

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

Describes 58 works dealing with the testing of writing ability and provides the text of the Conference on College Composition and Communication's 1978 resolution on testing. (DD)