Errors in examination papers and other assessment instruments can compromise fairness. For example, a history question containing an incorrect historical date could be impossible for students to answer. Incorrect instructions at the start of an examination could lead students to answer the wrong number of questions. As there is little research on…

Four testing schemes are outlined: post-test only, pretest/post-test, the Individually Prescribed Instruction (IPI) Model, and the EIPI Model which takes into account the learning style and the psychosocial background of the learner. The EIPI model has three phases: placement, counseling, and intervention. (RAO)

Present discussion concerns the use rather than the content of tests. Four models of fair selection of tests are presented which describe the complexities of test fairness. Implications for the selection procedures practiced in our country are discussed. (Author/AM)

Twenty-six papers concerning Elementary and Secondary Education Act Title I program evaluation--presented at the 1978 American Educational Research Association/National Council on Measurement in Education meeting--are summarized. Speakers from the federal government are: C.T. Cross (see ED 156 695); R.L. Fishbein; and D. Ozenne. State department…

The Presidential Address at the 1986 National Council on Measurement in Education Annual Meeting argues that measurement specialists have tended to set unrealistic aspirations for the role tests play. The conjunctive decision making model is discussed and the use of data in the conjunctive and compensatory decision making models is examined. (JAZ)

Three papers are included in this document. The first, "An Introduction to the Problem of Test User Qualifications," by Kevin L. Moreland, is a short history of the American Psychological Association (APA)/American Educational Research Association (AERA)/National Council on Measurement in Education (NCME) Working Group on Test User…

The RMC Corporation, under contract to the U.S. Office of Education, developed a reporting and evaluation system to be used at the state and local level for evaluating Elementary and Secondary Education Act Title I programs. The three evaluation models and RMC's recommendations regarding their implementation specified stringent requirements…

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…

The experiences of state and local education agencies in implementing the RMC evaluation models in their evaluations of Elementary and Secondary Education Act Title I programs are discussed with emphasis on the problems encountered, suggestions for resolving these problems, and encouraging results which have been reported. Four activities are…

A defense of the System of Multicultural Pluralistic Assessment (SOMPA) in response to previous articles in this issue of this journal is presented by the test developer. The defense is detailed and addresses each previous article. (JKS)

Twelve common errors which can invalidate an otherwise sound evaluation are identified, and ways to avoid them are presented. The hazards are: (1) grade-equivalent scores; (2) inappropriate statistical adjustments with nonequivalent control groups; (3) administering norm-referenced tests at inappropriate times of the school year; (4) inappropriate…

Different models of performance assessment arise from interactions of three dimensions of assessment: the measurement versus the standards model of testing, quantitative and qualitative assumptions concerning the nature of learning, and whether learning and testing are situated or decontextualized. Addresses difficulties in implementing…

Research in education has not been relevant because: 1) Decision makers have been making decisions without research findings and see no need for this kind of information now; 2) Research findings in the local schools are usually made available to the decision-maker or administrator after the decisions have been implemented; 3) Researchers feel the…

Options are suggested for using and expanding upon the RMC models for evaluating the effectiveness of Title I mastery learning programs with planned high turnover of students. Examples are given of uses of the diagnostic and reporting systems for program planning and decision making. It is suggested that consideration be given to: (1) determining…