Teacher-made tests are a major but little researched part of the drama of testing in schools and classrooms. This report gives a view into the inner workings of this aspect of testing, which occupies more teacher and student time and effort than any other. (Author)

Normative data for 198 urban children (four to eight years old) who speak Black American English (BAE) were obtained on the Test of Language Development. Results revealed speakers of BAE differed significantly in performance from children on whom test was standardized. Difference in performance was reflected in overall test scores and in…

Discusses the problems of introducing diagnostic assessment into Scottish secondary schools in the light of existing assessment policies, teachers' assessment skills, assessment practices, and in view of internal and external influences which produce sociological problems. Problems that the diagnostic assessment itself can produce are then…

A discussion on the tension between university organizational interests and individual student interests with respect to the use of admissions tests is presented. Responsibilities of colleges and professional schools toward an increasingly pluralistic society are examined, and the need for more research on evaluating human competencies is urged.…

Twenty-eight normal and 28 learning disabled children were given the Bender-Gestalt Test under instructional sets of low (standard) attention or high attention. Results failed to support the hypothesis that high attention instructions would lead to differential recall performance of the diagnostic groups.

To investigate reasoning capacities involved in learning to read, a Test of Multiple Seriation (from Piaget) was developed. Problems of a test used by Lunzer and Dolan are discussed. Results showed that word recognition and reading comprehension at age nine correlate significantly with multiple seriation, independent of IQ. (Editor/SJL)

Argues that using the Brazelton Neonatal Behavioral Assessment Scale outside the standard hospital setting introduces variations in the physical and social context that influence scores on some of the behavioral items. (Author/BH)

Argues that the urban counselor has to be prepared and become acutely aware of the functions that take place in the desegregated school. The urban counselor's allegiance must go out to all students and participate totally in a changing and progressing educational systems. Makes suggestions and recommendations which should be considered by…

This study assessed effects of response climate by examining effects of an additional testing experience on the conservation of number performance of 4- and 5-year-old lower socioeconomic status children (N=98). Results indicated significantly higher conservation of number performance scores for both males and females. (Author)

Two studies compared the performance of Puerto Rican and African American Head Start children (total n=134) on familiar (description) and unfamiliar (one word labeling) test tasks. Results indicated children performed better on the familiar test task, which was also more sensitive in differentiating typically developing children from those with…

Highlights research on the participation of students with disabilities in statewide assessments and explores the participation and reporting issues that emerge when considering the inclusion of students with disabilities in large-scale accountability systems and assessments. Recommendations for local-level decision makers for participation and…

Discusses the purposes of student grades, including those driven by Individualized Education Programs. Grading options to ensure objectivity, fairness, and accountability for students with diverse needs are suggested. Types of tests available and possible adaptations are described. School districts are urged to create a grading policy that is…

Reviews both the technical and policy aspects of readiness testing in local school districts. Summarizes policy context, motivations behind the tests, and consequences. Discusses the types of readiness tests and developmental screening measures misused as readiness tests, along with evidence of these measures' substantive and technical validity.…

This article explores some problems and recent solutions to the use of norm-referenced testing of children who are culturally and linguistically diverse (CLD). It describes two promising procedures to provide unbiased assessment of CLD children's language and literacy: the use of processing-dependent measures and of dynamic assessment measures.…

This article examines the undesirable social and vocational ramifications associated with the use of a single high-stakes test to assess the academic proficiencies of students with disabilities and the present discriminatory nature of the required performance on one standardized exam. Alternative assessments are discussed. (Contains references.)…