Points to limitations of procedures used by Kim Yap in probing the causal ordering between vocabulary and comprehension skills of primary grade pupils (see EJ 206 255); cautions researchers of reading behavior not to apply Yap's procedures indiscriminately. (HOD)

The New Jersey Education Association charges that serious reporting errors in the state's minimum basic skills (MBS) testing program are causing some children to be falsely labelled as failures and are leading to misallocation of State Compensatory Education Aid, which is based on a formula using MBS scores. (SJL)

Two reading comprehension tests were made up based on two different texts thought to be of equal difficulty. An analysis of the texts and test items was performed after students taking one of the tests scored considerably higher than the other students, and it was determined that one text was in fact more difficult. (CFM)

Argues that reading comprehension is better measured in performance contexts than in decontextualized standardized tests (especially for the nonhearing) and that dialogue journal writing is a better method of testing reading comprehension. Five types of comprehension can be isolated in journals: propositions, questions, inferential messages,…

Examines practices that encourage false negatives and false positives on licensing and certification tests designed to protect the public. Recommends increasing the amount of testing or raising the required passing score for repeat test takers. (FMW)

Describes a method for enhancing learning and problem solving by encouraging self-monitoring. Students are directed to go over a test upon completion in order to critically assess their answers. Students are allowed to change their answers if they are determined to be inadequate. Finds that self-scoring produces significantly higher grades. (KO)

Addresses the tension between the two assessment goals of measurement and instruction and how they relate to standardized testing in general. Suggests that this tension is writ large in Australia's current literacy-policy environment, with the scales tipping to the measurement goal. Argues that these goals need to be aligned in the best interests…

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…

Reviews the articles in this issue of "School Psychology Quarterly" and briefly compares their methods for identifying profile patterns. Argues that subtest profile patterns on the existing generation of intelligence tests have modest reliability and weak relationships with achievement and diagnostic categorizations. (Contains 13…

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)

This publication reviews issues and processes in the quest for less-biased, least-biased, non-biased assessment. It is intended to aid the school psychologist in assisting all individuals in placement or program decisions for school-age children. The first section articulates the common sources of bias in assessment and identifies concepts…

This publication presents assessments of trends in the educational achievement of elementary and secondary school students. In light of the heightened reliance on achievement tests a careful appraisal of recent trends in scores has important ramifications for educational policy. This study assesses test score trends and offers some insights on the…

A cognitive process approach is applied to this discussion of the nature and relationship of skills, thinking, and social studies knowledge. To make understanding explicit, the paper addresses: (1) the meaning of cognitive skills and their role in thinking; (2) generic versus specific skills; and (3) implications for the National Assessment of…

The National Assessment of Educational Progress (NAEP) has the potential to become a national data system and to meet the rapidly expanding needs for educational information. Historically, NAEP has had the objectives of providing relevant information for federal, state, and local policymakers; establishing a research database; and monitoring…