Preliminary findings concerning crib card examinations, in which students bring their own notes for use during testing, show that while crib card test results were similar to those from traditional examinations, students' anxiety was reduced, and testing time was saved, claims that the cards may enhance learning were not substantiated. (MSE)

The director of the Buros Institute of Mental Measurements describes the "Mental Measurements Yearbook,""Tests in Print," the institute's online database, its symposium, and symposium books. Suggestions to librarians for increasing effectiveness of service to users of tests are included. (Author/EM)

Results indicated that extrinsic rewards improved students' test performances significantly more than no rewards or feedback reward conditions. These improvements in performance were noted for all students under extrinsic reward conditions, thereby extending the effectiveness of these procedures across IQ levels. (Author/CL)

Examines construct validity from the perspectives of phenomenology and ethnographic research, critical theory, the interpretive analytics of Foucault, and the deconstructive criticism of Derrida. Concludes that construct validation is a pragmatic and critical activity. (FMW)

Four dozen departments at the University of Tennessee, Knoxville, are using faculty-developed exit examinations for majors as one component of a comprehensive program evaluation process. The experience of 11 program faculties in developing and using such examinations are summarized. (Author/MLW)

Considered are three different types of paper-and-pencil items: labeled word statements, symbolizations, and portrayals. The items are used for testing understanding of mathematical concepts. Limitations of pencil-and-paper items are noted. (RH)

Discusses a national trend toward overtesting and isolated skills testing of young children, an approach growing out of behavioral programs for the handicapped. Advocates treating all children as gifted and providing them with activities encouraging curiosity, creativity, independence, sensitivity, and self-expression. Includes nine references.…

Summarizes school readiness and retention research issues, including youngest first graders' performance, entrance age policies, voluntary decisions to wait an extra year, assessment of children's readiness, and the negative effects of kindergarten and first-grade retention. Concludes that age disadvantages are seldom serious and usually disappear…

A study revealing wide variation in the grading of electronics engineering test items by different evaluators has implications for evaluator and test item selection, analysis and manipulation of grades, and the use of numerical methods of assessment. (MSE)

The director of the Center for the Study of the Teaching Profession at The Rand Corporation discusses the impact of testing on teacher education, teacher practices, teacher candidates in historically black colleges, teacher supply and demand, testing instruments, and the future of teaching. (Author/MT)

Examines Fourth Amendment legal issues involved in drug testing of public employees. Discusses several recent court cases involving probable cause and reasonable suspicion to determine appropriate standards for individual situations. Outlines implications for public employers. Blanket drug testing is not permissable, though job applicants have…

Contends that measurement-driven instruction (MDI) has numerous interrelated and pernicious effects on curriculum, instruction, and learning. Shows that MDI fragments, narrows, deflects, and trivializes the learning experience and furthers the teacher-dominated classroom. Successful response to a set of questions does not equal understanding.…

Counters Gerald Bracey's rejection of measurement-driven instruction (MDI), especially the latter's "cursed trinity": fragmentation, deflection, and trivialization. Points to eminently successful modes of MDI and urges educators to emulate them. (MLH)

Offers the final word on the measurement-driven instruction (MDI) debate in this "Kappan" issue. Claims that Popham's article is internally inconsistent and provides no examples of well-constructed, instructionally illuminative tests. Also lacking are teacher testimonials and evidence that MDI programs are cost-effective or oriented…

Argues that classical test theory cannot be used at the item level on "authentic" language tests. However, if the total score is derived by adding the scores of a number of different and independent parts, test reliability can be estimated. Suggests using the Classical Latent Additives model to examine test-part homogeneity. (Author/SED)