This review critiques the highly-praised and influential 2001 study, "Getting Tough? The Impact of High School Graduation Exams," which concluded that "minimum competency," or high school "graduation exams," had no effect on student achievement. The review compares the test classifications of "Getting…

This guide is designed to help parents gain a better understanding of testing and its role in the education of their children. It answers the following questions: (1) What are standardized tests? (2) What do standardized test scores tell me about my child? (3) How are standardized test scores used? (4) What are the limitations of standardized…

Standardized achievement tests are often misused as indicators of a school's quality or effectiveness relative to other schools. This is an incorrect use because it ignores variation among schools in student abilities, family support of education, student mobility, and other factors. People also misuse tests because they impute to them more…

This booklet is designed to help parents gain a better understanding of testing and its role in the education of their children. Answers to questions concerning the different types of tests given in schools, differences among these tests, how test results are used, what test scores mean and how the scores affect students are provided. Several…

As a result of the increasing insistence that schools should concentrate on teaching basic skills, states and school districts have moved to establish minimum competencies for high school graduation, to be assessed by tests that demonstrate that students have achieved a certain level of mastery of basic skills. The Austin, Texas, Independent…

The requirement that home schooled students score at or above the 40th percentile on a nationally standardized test runs counter to several widely accepted principles of measurement. A single score should not be used alone in decision making, and there is no evidence that this is a valid use of the test. In addition, the 40th percentile is not an…

This article analyzes potential problems in using standardized achievement tests in early childhood education settings. The first problem discussed is whether the outcomes typically measured by standardized achievement tests are the outcomes about which early childhood educators are most concerned. Second, it is argued that a concern for test…

Components of the Proficiency Testing System (PTS) designed for the Central Valley School District, Washington, are described. Components are: (1) progress assessment, consisting of norm referenced tests, writing samples, diagnostic tests, and ability checklists; (2) user assistance, including an objectives manual, inservice workshop, and a…

A variety of adults were surveyed on alternative strategies for the State of Louisiana's minimum competency testing program. Both individual and group interviews were conducted with teachers, local school district supervisors and program administrators, parents, and state board of education members. Participants discussed what a state testing…

Assessment instruments for use with adult learners are summarized; findings of a test use survey of 163 California districts serving adult students are given; and management techniques for administering large and small group tests are suggested. Forms for the evaluation of test instruments and for an assessment survey are appended. Tests reviewed…

American education is not as inadequate as public opinion indicates. The literacy and skill of American youth are higher today than forty years ago because of our high achievement standards and commitment to equal educational opportunity. These opposing principles have been reconciled by the diversity encouraged in institutions, teachers, and…