Previous arguments against the use of Analysis of Variance (ANOVA) to determine test bias are extended. Explains why ANOVA may obscure test bias when it exists and also create a false impression of bias when it does not exist. (RB)

University entrance examinations in China are described. Then the 1985 test is presented. (MNS)

During a 45-minute observation period, Texas teachers must demonstrate their abilities on a long checklist of "performance indicators." This approach, like its sister systems cropping up in other states, is based on a narrow, standardized, and superficial view of teaching. (Author)

Current teacher certification tests are simplistic, multiple-choice, and context free. They quiz knowledge of terms and laws rather than proving comprehensive understanding of educational theory and practice. Such tests are effective neither in selecting good teachers nor in establishing a broad and realistic professional knowledge base. (LHW)

The economics content of the General Certificate of Secondary Education (GCSE) examination, which replaces the current level "O" exams in 1988, is described in five versions being proposed by different regions of the United Kingdom. The make-up of the items, a full listing of assessment objectives, brief syllabi, and addresses of the…

It is suggested that external examiners play a significant role in establishing and maintaining the quality of courses and that greater openness and agreed-upon standards would improve both assessment and learning. Specific suggestions are provided. (MSE)

Abbreviated CID W-22 lists were administered to normal and hearing-impaired adults to test the hypothesis that fewer judiciously chosen items can be used to test word recognition without compromising test accuracy. Results show that fewer items can be used if the words are sufficiently difficult and strict passing criteria are employed. (Author/CL)

This article identifies the applications of microcomputers to assist teachers in designing, constructing, administering and scoring teacher-made tests that address the needs of learning disabled students. Guidelines for modifying presentation and response modes, facilitating motivation, and scoring tests are described along with cautions in using…

Varying the order of the language arts subtests in the Wide Range Achievement Test did not significantly affect performance of 54 learning disabled students in grades one - nine. (CL)

Criticizes correlational comparisons of the Wisconsin Card Sorting Test and the Halstead Category Test (Pendleton and Heaton, 1982) regarding assessment of cognitive abilities. Recommends asking patients to think aloud while performing on the tests as a more direct approach to understanding the cognitive components of the test. (LLL)

Implications for gifted education of the Kaufman Assessment Battery for Children (K-ABC) are discussed. The rationale for using the K-ABC with this population is explained; special administrative features are noted; results of research with the gifted are cited; and practical implications (including its use with gifted minority students) are…

Videotape analysis of the test performance of 15 speech and/or language handicapped preschoolers revealed that Ss' stronger performance with familiar examiners was associated with a greater duration and frequency of silence. The pattern suggested that familiar testers used silence to communicate expectation. (CL)

Error analysis is proposed as a means to supplement diagnostic techniques with exceptional children. A purpose and definition of error analysis are provided. Also, procedures to use error analysis are explained along with basic guidelines to prevent abuse of error analytic techniques. (Author/CL)

Develops a heuristic device called the Formative Evaluation Outcomes Matrix that systematizes the data from three commonly used formative evaluation instruments for the purpose of diagnosing faults in products of the design process. (Author)