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…

G. Burket's criticisms regarding calculation and interpretation of group scores on norm-referenced tests are discussed. Burket and Baglin seem to agree on the existence of a problem in the calculation and interpretation of group scores on norm-referenced tests but disagree on the issue of that problem's causes and solutions. (TJH)

Standardized test scores (STS) should be used on a local level: (1) as one component of evaluation of a student, school, or district; (2) to draw as much interpretive meaning from a norm-referenced test (NRT) as their structure will support; (3) as a communication device with students, parents, the public, and professional staff; (4) to check…

A Friends for Education (FFE) survey revealed that no state is below the norm at the elementary school level on six nationally normed commercially available achievement tests. Tests use a norm group from the past for comparison, but FFE suspects that inaccurate initial norms and teaching the test may cause high scores. (SLD)

Officials of the United States Department of Education conclude that the pervasive "above average" achievement reported by J. J. Cannell (1988) results from a combination of testing practices and procedures among school testing programs. Causative factors of this paradox, dubbed the "Lake Wobegon Phenomenon," are discussed.…

Representatives of the Riverside Publishing Company discuss the "Lake Wobegon Phenomenon," the reported "above average" achievement of most elementary schools nationwide that was discussed by J. J. Cannell (1988) of the Friends for Education. More appropriate use of normative comparisons and more complete reporting of test…

The time-bound nature of test norms is discussed in light of the report of J. J. Cannell (1988) that a large majority of elementary schools report above average achievement on national achievement tests. Generally increasing levels of achievement are deemed to be responsible for this phenomenon. (SLD)

Recognizing the concerns raised by J. J. Cannell (1988), Science Research Associates (SRA) defends its norms. Trends in curriculum need to be monitored in addition to students' achievement levels. New norms are needed only when there is a significant shift in curriculum or student performance. (SLD)

Despite the skepticism of J. J. Cannell (1988) that commercial test scores reveal much about the real achievement level of students, there is ample evidence that at least some of the gains observed on standardized tests are legitimate. Standardized scores should be greeted with healthy skepticism when high, but taken very seriously when low. (SLD)

This chapter discusses units of measurement, relates types of scales and norms to the purpose for testing, looks at types of test data typically reported, identifies the primary users of test information, looks at limitations of scales and norms, and looks at the interaction between user and data. (Author/RL)

This is a descriptive study of the activities, statistics, and decisions made regarding the re-testing of six inner-city elementary schools, based on results of a norm-referenced achievement test given in the Cincinnati Public School district in April, 1985. Three statistical operations were performed on test data from the Design for School…

In response to J. J. Cannell's (1988) discussion of the reported "above average" achievement of the vast majority of public school systems nationwide, the nature of national norms is discussed. The public must be better informed about the interpretation of test results. (SLD)

This paper addresses itself to the history and use of standardized aptitude and achievement tests for practical judgements about schools in New Jersey. In the author's opinion, school-wide aptitude testing is not a particularly useful practice when other types of information, particularly grades, achievement tests, and teacher's comments, are…

Organized as a question-and-answer booklet, this parents' guide explains scores on standardized reading achievement tests. Examples illustrate the meaning of certain grade equivalent scores. The grade equivalent method is described as a poor way to report scores; raw scores, percentiles, and stanine ranges are discussed as alternatives. The…

This document presents five scenarios, each referring to a means of assessing learning. These examples are then used to discuss pitfalls faced when tests are used to assess learning, and the conclusion is reached that testing should play a supportive role only, not a major role in the quest for excellence. Effective schools research shows that…