This special issue is devoted to current developments in multidimensional item response theory (MIRT). The six papers included in this issue (and two for the March issue) present applications of MIRT to practical testing problems and demonstrate innovative MIRT techniques for assessment. (SLD)

The continuing interest in standardized testing alternatives suggests that the make-a-better-mousetrap mentality still flourishes in education and employment assessment circles. Some promising new testing technologies might broaden the range of human talents assessed. However, educators must refuse to accept bondage to any single technology, no…

The Joint Committee on Testing Practices has completed the "Code of Fair Testing Practices in Education," which is meant for the public and focuses on the proper use of tests in education--admissions, educational assessment and diagnosis, and student placement. The Code separately addresses test developers' and users' roles. (SLD)

Contains guidelines that provide an international view of areas of consensus about what constitutes "good practice" in test use. Guidelines address key competencies, such as knowledge and skills, and issues of professional and ethical standards in testing, the rights of test takers, test administration and scoring, and other issues. (SLD)

Four broad issues of educational tests use are presented with their major criticisms: tests meant to hold educators and school systems accountable have limited value, and when used to make decisions concerning individual students tests do not fully reflect the cultural backgrounds of minority students. Testing to evaluate educational innovations…

Presents some specific questions that educators ought to raise about standardized tests and some alternatives to standardized tests. (Author/IRT)

Computer-based assessment appears to offer the promise of radically improving both how assessments are implemented and the quality of the information they can deliver. However, as many states consider whether to embrace this new technology, serious concerns remain about the fairness of the new systems and the readiness of states (and districts and…

Summarizes the views of two teachers who hold widely divergent views on what can be called classical examination methods - essay papers and objective exams. One of these authors is an Englishman, the other an American, but their views, while obviously conditioned by training, are shared or questioned by many colleagues regardless of national…

This article invokes a literal image of test givers as measurement devices and explores the psychometric properties of these test administrator instruments. Concurrent and content validation and test-retest and parallel-forms validity are explored. (SLD)

Considers how in these times of increased focus on standards and accountability, it is important to understand the views of the various participants. Begins with a brief history of the testing movement in Texas. Reports findings from a study on the negative effects of high stakes testing. Concludes with suggestions to minimize these effects on…

Discusses the direction large-scale educational testing is heading, pointing out pitfalls in current and future use of such tests. The large-scale assessment community seems to be unconcerned about the central mission of education, the instruction of children. (SLD)

Since 1915, the movement to test reading ability has grown in importance and pervasiveness. Testing is relied on to offer quantitative information, to determine the usefulness of instructional approaches, and to help ensure accountability. The demand for tests arose during the period from 1990 to 1992 when school became compulsory and educators…

A report of a special panel, appointed by the Board of Scientific Affairs of the American Psychological Association, which investigates the use of ability tests with disadvantaged students in the schools, focusing especially on intelligence tests. Various sections present a discussion of the theoretical rationale of human abilities underlying the…