Standardized test scores (STS) should be used on a local level: (1) as one component of evaluation of a student, school, or district; (2) to draw as much interpretive meaning from a norm-referenced test (NRT) as their structure will support; (3) as a communication device with students, parents, the public, and professional staff; (4) to check…

This booklet addresses the role of testing in today's public education system, and presents a series of questions and answers which will be of particular interest to school board members, legislators, lawyers and journalists. These questions are grouped into two major categories: (1) test purposes and users; and (2) current testing issues. Current…

Reports on what started out to be a survey of the use of the informal reading inventory (IRI) by teachers that revealed the technique to be embedded in a complex environment. Concludes that the use of IRIs and other diagnostic methods can be limited when teachers do not have primary responsibility for making placement decisions. (FL)

Describes a project at Chorleywood College (England) which examined the possibility of automating the transcription of braille examination responses for marking by examination boards. Discussion covers the braille code, requirements of the transcription system, an analysis of mock examination papers which led to system modification, and the final…

Concludes that the lack of normative data, the suggestion that even one failure on the test (with approximately 111 items) makes a child suspect for "at risk" labelling, along with the brevity of directions and interpretation of data require that the test be used with great caution. (FL)

Chapters in this book present the challenges and dilemmas faced by researchers as they created new computerized assessments, focusing on issues addressed in developing, scoring, and administering the assessments. Chapters are: (1) "Beyond Bells and Whistles; An Introduction to Computerized Assessment" (Julie B. Olson-Buchanan and Fritz Drasgow);…

This guide shows organization managers how to use tests to assess skills and values in the workplace, as well as how to develop good, fair tests without needing any other resources. Part 1, chapters 1 through 5, presents basic information about tests and their practical applications. Part 2 describes the 15 steps of the testing process. The…

The assistance of professionals in measurement is called for to help schools deal with controversial issues in standardized testing by increasing public understanding of test uses and limitations. Schools' representation on the National Council on Measurement in Education (NCME) and the dissemination of NCME-published information to schools is…

Many factors can influence teachers' attitudes toward tests and some of those factors have nothing to do with the test's contents or subject matter. When the purposes and uses of tests results are not explained, teacher attitudes will be affected negatively. Testing on subject matter should be used in teacher certification and evaluation.…

The factorial structure of the California Achievement Test subtests appears to consist of only one common factor in each grade. This study indicates that there is considerable overlap among the subtests and that there is minimal support for the use of subtest scores as measures of independent constructs. (Author/PN)

Reviews four uses for norm-referenced tests of reading comprehension. Concludes that three of the uses are actually misuses and that the only appropriate use is for predicting future student performance. (FL)

Asserts that failure to consider carefully the purposes and uses to which standardized tests are put can place barriers in the way of equal educational opportunities for minority students. Proposes six precautions for ensuring that standardized tests can be used without endangering equal educational opportunities. (PGD)

Three important issues related to the testing debate, particularly in the context of college and professional school admissions, are reviewed and evaluated. (Author/AL)

Argues that giving students a reading test that is above or below their levels of achievement will yield inaccurate information. (FL)

Psychometric measures such as ability tests and personality and interest inventories have the potential to be misused with ethnic minorities, women, and people with disabilities. Applying them fairly, giving testees opportunities for preparation and practice, and interpreting scores in the context of feedback are recommended. (SK)