American Federation of Teachers research shows that teachers are critical of many aspects of testing, but would prefer to see tests improved rather than eliminated. They are interested in tests as a part of instructional programs and recognize that testing information is only one of many criteria used in evaluation. (Author/CM)

Declining test scores are but a reflection of the problems prevalent in American schools but improving school performance is not totally within the control of teachers. A National Education Association Teacher Opinion Study indicates that teachers think tests become an end in themselves rather than a basis for sound educational purposes.…

Many teachers are hesitant to use test results because they do not believe they have sufficient training in measurement. Inappropriate test use is a threat, but teachers like tests if the tests are compatible with classroom instruction and results are not used to the exclusion of other types of information. (Author/CM)

Investigated the extent to which the Personality Attributes Questionnaire and the Bem Sex Role Inventory assigned the same individuals to identical sex-role categories. Less than 55 percent of the subjects were assigned to identical categories. Suggests care must be taken when comparing results of studies that employ different instruments. (Author)

Norm-referenced testing is not appropriate for use in teacher evaluation. A truly equitable method of teacher evaluation is based on a clear set of instructional targets and on the teacher's effectiveness in helping students master the specific skills and knowledge targeted. (Author/MLF)

Learning disabled, emotionally disturbed, and unclassified male students tested when 6 to 11 years of age with the Elizur Test of Psycho-Organicity were reassessed four years later. The test-retest reliability, subtest reliabilities, and pattern of subtest intercorrelations were found to be stable, but individual subtest scores should be used with…

A survey of problems in assessment and examinations in modern languages is offered, focusing in part on lack of consensus among teachers on relative weighting of qualities sought in student answers. Developments in standardized examinations are noted. (MSE)

Minimum competency testing seems here to stay. The challenge to teachers is to promote public realization that test performance cannot completely measure complex skills; that mandated basic skills instruction may be an oversimplification of the teaching/learning process; and that definitions of minimum competence constantly change. (SJL)

Higher WISC-R scores were achieved by high school students receiving positive nonverbal treatment than by those receiving neutral nonverbal treatment. (Author/RL)

Defends the grading of the advanced placement examinations in U.S. government and politics courses. Provides the criteria used for the selection of the readers. Points out among 27 readers in 1989, all had masters' degrees and 4 held doctorates in political science or international relations. Claims high school instructors in the program are…

Some examinees' test-taking behavior may be so idiosyncratic that their test scores are not comparable to those of more typical examinees. A new theoretical approach to appropriateness measurement is proposed that specifies a likelihood ratio test and an efficient computer algorithm for computing the test statistic. (TJH)

Reviewed is research which supports retesting students to enhance learning. Evaluation results, materials and methods used to implement the procedure are described. Included are tables on student responses concerning involved groups and the value and benefits of retakes. (RT)