The origin and purpose of the Scholastic Aptitude Test is discussed along with the mathematical content of the test, test development and assembly procedures, tryout of new questions, score trends, curricular considerations, and special instruction to improve SAT scores. Thirty sample questions are provided in the Appendix. (MN)

The purposes and content of the ACT Mathematics Usage Test are discussed along with test development, administration, scores and score reports, research, and trends in test scores. Twenty sample questions are provided. (MN)

Presents data from a study which measured social studies curriculum supervisors' rankings of the 66 NCSS Curriculum Guideline statements. Findings indicate that dealing with student concerns within the context of the real world is very important and that systematic program evaluation and the organization of learning experiences are not as…

Two multiple-choice scoring schemes--a partial credit scheme and a dichotomous approach--were compared analyzing means, variances, and reliabilities on alternate measures and student reactions. Students preferred the partial-credit approach, which is recommended if rewarding for partial knowledge is an important concern. (Editor/JT)

Suggests that teachers lack the will, confidence and expertise to decide for themselves what ought to be taught and examined in secondary schools. (Editor)

Examines research measuring 350 teacher's reading skills and points out that their reading skills may be deficient enough to warrant concern. (MB)

This discussion of formative evaluation as part of the instructional design process focuses on developmental testing and expert review. A review of the literature helps define each approach, research on formative evaluation is reviewed, and 37 references are provided. (LRW)

In order to determine effects of different sequential placement of the expressive language sample during evaluation of young children referred for speech or languge handicap, 27 normal 3-year-olds were evaluated. Length, complexity, or spontaneity were not affected even when the sample was elicited immediately after formal tests requiring little…

Outlines the inadequacies of conventional curriculum guides. The emerging emphasis on the use of curriculum alignment is presented as a promising alternative with four major advantages: (1) local control of the curriculum, (2) textbook adoption by local needs, (3) better pupil achievement, and (4) simpler curriculum monitoring. Includes a…

Provides a brief, nontechnical overview of latent trait models and argues for the preferability of these models (particularly the Rasch logistic model) over classical test models. Offers an example application of the Rasch model and discusses implications for the use of latent trait models for communication educators. (AEW)

Possible stages in young children's use of the number line as an aid are described. The practice of using number lines in test items is discussed and criticized. Finally, the wider role of the number line diagrams in mathematics teaching is outlined. (MNS)

The article presents a protocol for the assessment of prelinguistic intentional communication with young and/or severely language-impaired children. A set of tasks and scoring procedures are presented for the elicitation of proto-declarative and proto-imperative behaviors. Data are presented to support reliability. (Author/CL)

A nine-item practical test was developed to determine the feasibility of including practical testing in the mathematics curriculum. The nature of the test, administration procedures, results obtained, and general comments on students' responses to the testing are discussed. (JN)

Examines and contests the claim that all language tests are in reality testing the same underlying ability which is very similar to the Spearman g-factor for intelligence. Conclusions indicate that the argument for the existence of a g-factor in language tests is not tenable on statistical grounds. (SL)

Examines the case for performative testing of communication skills for purposes of academic study. Also, the merits and limitations of performance tests and communicative tests are considered in relation to reinforcing teaching and learning and selecting and recommending students for future courses of study. (SL)