This paper discusses the quality of tests with respect to their different uses. Standardized tests are defined as standardized procedures for eliciting responses from individuals, and these form the basis for some sort of appraisal. They can include intelligence tests, achievement tests, school readiness tests, and self concept measures. Oscar…

Although agreeing that the System of Multicultural Pluralistic Assessment (SOMPA) has an important purpose, the author questions some perceived weaknesses: test validity; medical model measures; sociocultural scales; estimated learning potential (ELP); and the incompleteness of SOMPA manauls for use in evaluating the system. (See also TM 504 174).…

Three questions are discussed concerning this test: for what population is it appropriate; what is its purpose; and what are the qualifications required for proper administration and interpretation? It is concluded that it is a useful test, but caution is appropriate in answering the three questions. (CTM)

A defense is presented against the criticism that school psychologists who critically evaluate the System of Multicultural Pluralistic Assessment (SOMPA) are biased (TM 504 174). (MH)

Provides a cursory comparison of four popular social studies achievement tests, discusses the relationship between the subject matter and the test, and provides examples of new methods of testing that give the teacher and the class tools for summarizing and interpreting what they are learning as they work together. (Author/IRT)

This article discusses the structure of a committee that evaluates assessments for students with visual impairments and the process by which the committee arrives at its recommendations to test developers and administrators. Concerns and preferred practices that have been revealed by the committee's two years of experience are discussed. (CR)

Commonly used standardized intelligence scales are free from the inherent flaws that allegedly result in discriminatory assessment. Issues of internal validity, predictive validity, and examiner effects are discussed. (Author/JKS)

A qualitative evaluation of the System of Multicultural Pluralistic Assessment (SOMPA) as implemented in a Colorado public school system is presented. The evaluation relies heavily on perceptions of participating administrators, and is very positive. (JKS)

Two criticisms of the System of Multicultural Pluralistic Assessment (SOMPA) are discussed: the alleged abilities of SOMPA to provide an approximate measure of a child's biological capacity to learn and to obtain an approximate measure of a child's basic potential. (See also TM 504 174.) (MH)

Discussions at the National Consortium on Testing conference are summarized. Updates on recent and upcoming events are given by Jeff Schiller (National Institute of Education), Doug Whitney (American Council on Education), John Maxwell (National Council of Teachers of English), Dorianne Almann (National Science Teachers Association), Eric Gardner…

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)

To help college reading teachers develop an awareness of what standardized reading tests do and do not reveal about students' reading abilities, a study examined the testing of reading and criticized four major standardized tests. Results indicated that reading is tested through (1) reading passages accompanied by multiple choice questions, (2)…

An ideal assessment of hearing-impaired children includes: case history; medical examination; tests (of intelligence, personality, achievement, communication/language skills, and aptitude); neuropsychological assessment to identify learning strengths and weaknesses; and multidisciplinary team staffing and parent-teacher conferences. Twenty-eight…

This comprehensive evaluation of basic skills testing in California's elementary and secondary schools is divided into an executive summary and a collection of research reports. The summary evaluates current testing conducted by the state, school districts, and classroom teachers; describes experimental studies on new ways of testing and reporting…

The administration of intelligence tests to various sociocultural groups is defended against charges that intelligence tests are discriminatory (TM 504 174). The author states that research has shown that intelligence tests are nondiscriminatory and comply with federal law, specifically Public Law 94-142. (MH)