In this study, over 100 teachers completed open-ended surveys on how they prepare students for the Texas Assessment of Academic Skills and the test's effects on students, teachers, and schools. High-stakes testing has become the object rather than the measure of teaching and learning, negatively affecting curriculum, teacher decision making,…

Discussion of problems in documenting student performance and progress focuses on middle-secondary subject matter, the state standards that are fundamental to most large-scale assessment systems, and curriculum text structures that limit the type of learning that can be documented. It suggests critical thinking measures as an alternative procedure…

President Bush and the nation's governors have proposed that by 2000, all children will leave grades 4, 8, and 12 with demonstrated competency in challenging subject matter and use of their minds. This article discusses the improvements needed in curriculum and testing, teachers and teaching, and school superstructures. Includes 39 references.…

Examines the extent to which kindergarten pupil and teacher behaviors during administration of the Iowa Test of Basic Skills--Early Primary Battery may compromise the meaningfulness and usefulness of the test scores. Although extensive variability in behavior was observed, most teachers followed directions exactly and most pupils encountered no…

Reports on recent changes in examination policy and practice in China, England and Wales, the Federal Republic of Germany, France, Japan, Sweden, the United States, and the Soviet Union. Identifies and discusses some significant trade-offs arising from the implementation of examination policy. Discusses four nearly universal dilemmas of…

Provides an alternative analysis of the reliability associated with the van Hiele Geometry Test based on the assumption that the norm-referenced reliability coefficients provided by the developers were inappropriate. Discusses the agreement coefficient and the kappa coefficient. (YP)

Using data from the Illinois Talent Search Program, this study examines relationships between scores on several common standardized achievement tests and subsequent performance on the Scholastic Aptitude Test. The dual criteria testing process is also analyzed for possible race and gender effects. Guidelines are offered for setting appropriate…

Some unfinished issues relating to achievement test theory that seemed implicit in the basic idea of criterion-referenced testing are reviewed, recognizing their importance in current studies of authentic assessment and performance-based tests. The future of performance-based evaluation is explored. (SLD)

Using data from a college-level history exam, this study illustrated how assessment of women's academic achievement can be distorted by using tests as measures of student outcomes. It is recommended that use of such tests be limited to examining curricular shortcomings, not evaluating student proficiency. The test is appended. (Author/MSE)

Academic standards are central to reinventing schools and transforming U.S. education. Higher standards are necessary to replace minimal standards implicit in most textbooks and tests. Standards communicate that all students can achieve at higher levels and that teachers are reclaiming the profession. Standards also inspire systemic reform, create…

Argues that criteria for grading essay questions in geography examinations must be explicit and must reflect the kinds of knowledge and abilities sought after in British undergraduate geography courses. Proposes evaluative criteria designed to encourage and assess critical thinking. Enjoins other geographers to further the debate. (CH)

The Scholastic Aptitude Test (SAT) developed for use in Nigeria was compared with the Cognitive Abilities Test (COGAT), a group intelligence test developed in the United States, using 210 Nigerian high school students. Results suggest that the COGAT is not suitable for use in Nigeria. (SLD)

Issues concerning the selection of judges for standard setting are discussed. Determining the consistency of judges' recommendations, or their congruity with other expert recommendations, would help in selection. Enough judges must be chosen to allow estimation of recommendations by an entire population of judges. (SLD)

This paper discusses standard error of measurement (SEM), the amount of variation or spread in the measurement errors for a test, and gives information needed to interpret test scores using SEMs. SEMs at various score levels should be used in calculating score bands rather than a single SEM value. (SLD)

To investigate whether there are 2 types of test-anxious students, those with poor study skills and those with difficulties in retrieving material, study skills training or anxiety desensitization were provided to 84 high test-anxious university students in Israel. Results support the theory of two types of test-anxious students. (SLD)