Why calculators should be used for testing, as well as for instruction, is discussed. The focus of the curriculum would shift from computation to deeper development of concepts and to mathematical modeling. A broader curriculum would result. (MNS)

Finds no evidence that the standard procedure for administering a spelling test (in which the examiner pronounces the word, uses it in a sentence, then pronounces it again) is any less effective than those utilizing additional visualization and vocalization components. (RS)

Relative importance of appearance and potential function in children's object naming was examined. First, 16 children, taught novel names for unfamiliar objects, had to decide whether these applied to items that resembled the training objects in appearance or potential function. Then the name training procedure was revised so that equal emphasis…

Performance assessment was once the only method of educational evaluation; then multiple-choice tests proliferated. Renewed interest in assessment brings these cautions: (1) use for most critical outcomes; (2) use technology; (3) involve students as raters; (4) note student behaviors; and (5) restrict to program-level indicators. (SK)

A comparison of severely dyslexic adolescents with younger, normal readers matched for reading level and IQ revealed that phonological discrimination ability accounted for much of the variance in reading ability between dyslexics and normal readers. The results suggest that dyslexics may have specific difficulties with the retrieval of the sounds…

Explores using control charts as an unbiased diagnostic tool for monitoring (college) student performance and identifying students likely to perform poorly in a course. Control charts have many desirable consequences; they can help formulate an assessment and monitoring policy and, when necessary, can serve as a valuable starting point for a…

Provides a history of validation in language testing, discusses current approaches to validation in language testing (hypothesis about testing outcomes, relevant evidence for testing the hypothesis, developing a validity argument), and gives an overview of current challenges in language-test validation (defining the language construct to be…

Offers responses from three teachers regarding how best to prepare students for standardized tests while maintaining meaningful instruction. (SR)

Examines the evolution of the test and measurement field and the growing edumetric trend as it relates to counselors' skill level. Discusses three competencies that counselors must use for adult assessments at personal and career intake: training in good test-use practices, awareness of the shift in education from psychometric to edumetric models,…

Presents the results of a survey by the Assessment and Examinations Committee to seek members' views on modular courses. The majority of the respondents felt that the administration of the course was reasonable, set dates were causing disruption in schools, feedback was too slow and was useful only to some, and the weighting for each test was a…

Presents a framework that takes as its starting point an analysis of test purpose, and then shows how purpose can be systematically related to test design. Argues that the way forward for vocabulary assessment is to take account of test purposes in the design and validation of tests, as well as considering an interactionalist approach to construct…

Examines the relationship between and the relevance of second language acquisition (SLA) and language testing (LT). The relevance of LT to SLA is examined based on written interviews with leading scholars in SLA who were asked about the relevance of LT to their work. (Author/VWL)

Considers how far a code of ethics makes language testing an open profession and notes the dangers of face validity and of hypocrisy. Discusses the need for a code of practice to provide detailed guidance to language testers with regard to their professional responsibilities. (Author/VWL)

We have been studying children's responses on key stages 2 and 3 national mathematics tests. We have been particularly interested in children's methods and misconceptions that provide teachers with insight into children's thinking so that they can take action to challenge and extend it. We have found that the common errors occur across both key…

Carries on from an article about the context for assessment of problem solving skills. Describes other forms of evidence in problem solving skill besides the options given in the previous article. Lists eight forms of evidence related more directly to the problem solving process. Analyzes the relationship among some of these suggested forms of…