Paul Newton (2010), with his characteristic concern about theory, has set out two different ways of thinking about the basis upon which equivalences of one sort or another are established between test score scales. His reason for doing this is a desire to establish "the defensibility of linkages lower on the continuum than concordance."…

This article presents the author's rejoinder to thinking about linking from issue 8(1). Particularly within the more embracing linking frameworks, e.g., Holland & Dorans (2006) and Holland (2007), there appears to be a major disjunction between (1) classification discourse: the supposed basis for classification, that is, the underlying theory…

"Linking" is a term given to a general class of procedures by which one represents scores X on one test or measure in terms of scores Y on another test or measure. A recent taxonomy by Holland and Dorans (2006; Holland, 2007) organizes the various types of links into three broad categories: prediction, scale aligning, and equating. In…

Newton's article (2010) makes three main contributions to the literature. First, it is transatlantic, bringing together literatures that have been dealing with similar problems, using sometimes different methods and certainly with distinctive educational, cultural perspectives. He points out that neither of these literatures has all of the…

The article "Thinking About Linking" by Newton (2010) presents a novel philosophical perspective on the way that educational assessments should be linked. Newton starts by describing the linking framework as it was characterized in various publications and identifies a cross-cultural dimension in the definitions and uses of test…

The use of reporting final examinations in the Netherlands is described. Each October a public report is published by Cito, supplying information about the achieved level of education and describing observed psychometric qualities of the measurement instrument. General information needs are provided by the National Bureau of Statistics. (LMO)

Issues emerging from a look at student achievement, which is defined in its usual school context as achievement on standardized tests, are addressed. A mythology about standardized testing has developed, in part because the metaphoric languages of medicine and business have been applied to education, defining it in terms of cure, efficiency, and…

The problems of standardized tests with regard to Mexican American students, particularly "ethnic validity", are reviewed. Inadequate norm group representation, cultural bias, and language bias are purported by the author to be the most common faults of standardized tests. Suggested is the elimination of standardized testing as a principal means…

In February, 1976, the Education Policy Research Institute sponsored this conference on the use of tests in educational policy formation; these six papers were presented at that conference. In the first paper, Jenne K. Britell discusses four points that have historically characterized debates about testing; psychometric and technical issues;…

This paper addresses itself to the history and use of standardized aptitude and achievement tests for practical judgements about schools in New Jersey. In the author's opinion, school-wide aptitude testing is not a particularly useful practice when other types of information, particularly grades, achievement tests, and teacher's comments, are…

Highlights research on the participation of students with disabilities in statewide assessments and explores the participation and reporting issues that emerge when considering the inclusion of students with disabilities in large-scale accountability systems and assessments. Recommendations for local-level decision makers for participation and…

The idea that validity should be considered a property of inferences, rather than of assessments, has developed slowly over the past century. In early writings about the validity of educational assessments, validity was defined as a property of an assessment. The most common definition was that an assessment was valid to the extent that it…

This guide for school administrators is written to promote careful and wise use of scores from standardized achievement tests. Authors of two sections particularly criticized in the review respond about what should be included in a primer on testing and interpreting test scores for compensatory education students. (SLD)

The National Assessment of Educational Progress (NAEP) is a survey of the educational achievement of American students and changes in their achievement across time. The NAEP has collected information for over 20 years to assist educators and policy makers. This guide intends to: document current NAEP methods for both state and national…

This document presents five scenarios, each referring to a means of assessing learning. These examples are then used to discuss pitfalls faced when tests are used to assess learning, and the conclusion is reached that testing should play a supportive role only, not a major role in the quest for excellence. Effective schools research shows that…