The extent to which essay and objective tests measure the same or different abilities when instruction and content remain constant is investigated. (PR)

Reasonable and practical solutions to two major problems confronting the developer of any test of educational achievement (what to measure and how to measure it) are proposed, defended, and defined. (Author/PN)

To date, appropriate diagnostic instruments for preschool children have been insufficient to fill the demands. Since the majority of published test instruments for preschoolers address speech (verbal) development, the following discussion is limited to the problems and techniques of speech diagnosis. (PN)

The College Board has identified several basic intellectual competencies thought to be essential for effective work in all fields of college study, among them listening and speaking. An issue that arises in connection with these competencies is the availability of suitable measures to assess students' development in these areas. This report…

Technical problems in the assessment of learning disabilities (LD) are only a small part of the problems leading to the misidentification of children in this category of handicap. Given all the other motives and purposes served by labeling a child LD in school, apparently sound measurement advice may actually do more harm than good. (LC)

Summarizes some of the findings of recent study of tests designed to determine the English language proficiency of nonnative speakers. (CFM)

In this paper, the author reviews a number of criticisms that have been made of the use of standardized tests in the social studies and reviews 11 general, skills, and discipline-oriented standardized tests for social studies. Standardized tests evaluating the results of the new social studies courses are open to criticism on the basis of…

The relationship between the Instructional Process, Instructional Objectives, and Assessment Tasks, identified at the School City of Gary, Indiana, necessitate an effective testing program. Four characteristics perceived crucial to a sound program were: (1) The program should be continuous, (2) The testing program should be comprehensive, (3)…