In the present offering we challenge the presumption that the educational testing of students provides objective information about such students. This presumption largely rests on an empiricist account of science. In light of mounting criticism, however, empiricist foundationalism has given way to a social epistemology. From this standpoint,…

The Colorado Evaluation Project was funded to field test the Common Status Measures concurrently with Colorado's pilot program in assessment and evaluation. The primary purpose is to determine Colorado's educational needs, and the secondary purpose is to test procedures for assessment which can be replicated or adapted by local school districts or…

One way to manage marking error, in a large-scale educational testing context, is to establish a mechanism through which appeals can be lodged. While, at one level, this seems to offer a straightforward technical solution to the problem of marking error, it can also result in unintended consequences, with political, social or educational…

Consideration is given to the degree of congruence between objectives and test items in the evaluation of objective-based testing. An analytic technique that measures congruence is described, and a bibliography is provided. (CK)

Discusses the need for researchers to determine what should be tested and how when evaluating educational computing programs, describes efforts of Educational Testing Service's National Assessment of Educational Progress (NAEP) to measure the impact of computers on achievement, and concludes that it will not be easy to evaluate computers' effects.…

Explores the history of testing, motivations for testing, testing procedures, and the inevitable limitations of testing. Argues that writing program faculty and administrators must clarify and profess their values, decide what they want students to know and what sort of thinkers they should be, and develop tests reflecting those needs. (SR)

Problems in constructing criterion referenced tests related to inadequate technical criteria, and guidelines for their solution are discussed. The need to select a well-defined domain of behaviors is emphasized as the key to test construction and to understanding students' test performance. Considerations must also be given to the most effective…

This symposium deals with recent issues in the development of the National Assessment model. General goals are outlined and the following topics are discussed: "Objectives and Exercises" (Jack C. Merwin); "Sampling" (A. Finkner); and "Data Analysis" (John Milholland). (CK) Aspect of National Assessment (NAEP) dealt…

These comments provide further details which expand upon the recommendations of the subcommittee on National Assessment of Educational Progress (NAEP) Writing. Three issues are discussed. The first concerns how objectives of assessment in writing ought to be stated. The 1984 objectives are stated in general terms without reference to what might…

A discussion of performance contracting, defined as an agreement between a group offering instruction and a school needing the services, is presented. Four major hazards to direct measurement of specific learning are considered: poor statement of objectives; selection of the wrong tests; misinterpretation of test scores; and depersonalization of…

Although the realities of higher education accurately match the aims of early educators, there are limits to our ability to measure the learning that occurs in colleges and universities. As higher education has been made available to a greater quantity of participants, the demand for accountability has increased. Accountability concerns vary for…

The nature and common uses of standardized achievement tests are described and placed in context in order to evaluate claims and criticisms that are commonly made. Tests are described as samples of behavior and hence subject to sampling errors. Much of the debate is dominated by emotion and prejudices. There is very little empirical evidence about…

On March 4, 1977, the Center for Advanced Study in Education (CASE) of the Graduate School and University Center of the City University of New York (CUNY) and the Board of Education of the City of New York co-sponsored a National Conference on Minimum Competencies: Trends and Issues. Six papers were presented: "An Overview Regarding Minimal…

This issue of the IRCD Bulletin comprises Part I of the Report of the Commission on Tests of the College Entrance Examination Board, and a review of the recommendations made by the Commission. The Commission addressed itself to the question, "What can schools do to increase the readiness of students for further education, and what can colleges do…

In eight chapters, this document offers guidelines for school administrators on evaluating schools and school programs, based on a poll of administrators and consultants. The introduction discusses the purpose of evaluation, especially school improvement, and presents a list of evaluation standards. Chapter 1 outlines steps in evaluation planning,…