Testing and data integrity on statewide assessments is defined as the establishment of a comprehensive set of policies and procedures for: (1) the proper preparation of students; (2) the management and administration of the test(s) that will lead to accurate and appropriate reporting of assessment results; and (3) maintaining the security of…

Describes common mistakes made by young children taking standardized tests and suggests several teaching strategies that may be useful to teachers who are preparing a class to take standardized tests. Teachers need to be sure they don't add to the pressure of standardized testing by overreacting to small deeds of misbehavior or emphasizing the…

Positive and negative features of the Kaufman Assessment Battery for Children are examined from an information processing perspective. The author suggests that the test should not be used in place of the Stanford-Binet or the Wechsler Intelligence Scale-Revised. (CL)

The article emphasizes the application of minimum testing programs to deaf students and provides background information regarding the nature of minimum competency testing programs and on major issues regarding implementation and use of testing procedures. Information regarding the development of minimum competency testing programs for deaf…

The nature and extent of human error in educational testing over the past 25 years were studied. In contrast to the random measurement error expected in all tests, the presence of human error is unexpected and brings unknown, often harmful, consequences for students and their schools. Using data from a variety of sources, researchers found 103…

Opposing views are expressed on the value of standardized testing (ST) in public schools. The pro-ST view argues that these tests provide comparative data needed to plan and evaluate schools and individuals. The opposing view focuses on problems of reliability, validity, and bias; and on the damage done to children. (IAH)

The theory and purpose underlying R. Feuerstein's Learning Potential Assessment Device (LPAD) is reviewed, and implications for deaf education considered. It is argued that LPAD use will enhance: (1) assessment of deaf children from non-standard American backgrounds; (2) incorporation of assessment results into educational programming; and (3) the…

This article presents the author's comments on ""Lake Woebegone," Twenty Years Later" by J. J. Cannell, MD. J. J. Cannell's article on the so-called "Lake Woebegone" effect for K-12 educational testing systems is mostly an historical account of technical issues and policy considerations that led in part to development…

Four broad issues of educational tests use are presented with their major criticisms: tests meant to hold educators and school systems accountable have limited value, and when used to make decisions concerning individual students tests do not fully reflect the cultural backgrounds of minority students. Testing to evaluate educational innovations…

This essay reflects on the use of state-mandated achievement tests to evaluate what children have learned, drawing on the experiences of an elementary school teacher and the Connecticut Mastery Test. In this time of increased interest in testing, it is necessary to guard against rigidity of thought regarding intelligence, teaching and learning,…

Teachers have become aware that they are expected to make judgments and be judged on the basis of test results. In a shared responsibility among teachers, training institutions, testing companies, and school boards, fair use of tests requires that teachers get information on types of tests and test use. (Author/CM)

Notes that the methods used to set standards for National Assessment of Education Progress (NAEP) tests suggest recommendations for state-level policymakers. Explains the national assessment, basic assumptions in setting performance standards on NAEP, selection of judges, standard-setting methodology for NAEP, and measurement issues in setting…

A strength of this exploration of testing and test use in the United States is the concern for how tests affect student conceptions of learning and student relation to knowledge. A weakness is a persistent confounding of classroom and large-scale assessment for state and national purposes. (SLD)

"Assessing Student Performance" sets forth arguments for looking at testing and assessment. The exploration is more about morality and epistemology than about technology and politics. A principal assumption is that mainstream assessment and testing philosophy is flawed. (SLD)

This book explores the serious destructive consequences of today's testing programs using actual test items to show what tests really measure and why they should not be used to evaluate school quality or teacher ability. The book also proposes more meaningful ways to assess students and to meet the call for accountability in education. The…