Interviewed testing coordinators in 20 New Jersey public schools to identify and describe current practices and problems in testing program content, planning, and participation; test selection and scheduling; preparation of test administrators and test takers; and test scoring, recording, and reporting. (JAC)

Learning disabled and mentally retarded elementary and secondary students (N=343) exhibited significant differences on scores of three tests designed to measure the same area of achievement. Results suggested that specific abilities of pupils interact with aspects of the test items. (CL)

Because test scores are ordinal not cordinal attributes, the average test score often is a misleading way to summarize the scores of a group of individuals. Similarly, correlation coefficients may be misleading summary measures of association between test scores. Proper, readily interpretable, summary statistics are developed from a theory of…

The authors provide information about test construction and testing practices in order to help parents and teachers to ask important and critical questions about them. Issues pertinent to the appropriate selection, use, and interpretation of tests are presented. (Author/CL)

The increase in large-scale standardized testing in the nation's schools is one major result of demands for accountability. Such testing also impacts many aspects of school and family life and culture. For some, certain unintended impacts may be like side effects of medicines that need to be tolerated; for others they raise larger questions about…

The purpose of this paper is to enumerate a series of security steps that might be taken by those researchers or organizations that are contemplating Web-based tests and performance assessments. From a security viewpoint, much of what goes on with Web-based transactions is similar to other general computer activity, but the recommendations here…

Presented at the American Educational Research Association (AERA) Conference in San Diego in May 2005. This presentation explores the issues and problems with declining response rates to the questionnaire once test registration moved from paper format to a web platform. A decline would affect research over time so interventions were put in place…

Presents documentation suggesting sex bias can be found in educational testing and suggests that a more objective treatment of women in educational tests can be made by showing women in a wider variety of occupations and activities and by more equal representation of women in test content. (Author/DN)

Author discusses instruction by media presentation and advocates testing which is designed to fit the instructional methodology. (HB)

This study compared the effectiveness of systematic desensitization and training in efficient study methods for reducing test anxiety among subjects selected on the basis of two types of self reported anxiety. Desensitization offered more promise as a treatment method for test anxiety than did training in study skills. (Author)

Author suggests that the examiner experiences the same psychological and physical malaise evoked by anxiety that is felt by the student which may have something to do with today's student-teacher tension. (IR)

Suggestions for change include development of new kinds of tests, higher standards for both tests and test users, and collaboration by test authors, publishers, and counselors within AMEG in an effort to prevent a complete dissolution of the marriage between tests and the counseling process. (Author)

The findings of Masling and Harris were felt to violate the principle of parsimony and to cast unwarranted asperisons on the students who served as Es. The data were reinterpreted as showing that the male students were simply applying sound clinical principles in an attempt to do as well as possible on the task given them. (Author)