The problems and intricacies involved in fairly interpreting and applying federally mandated testing legislation are discussed in terms of the competency-testing issue evolving in many Florida public high schools. (LH)

Recent experience of test development in Ireland, which had no tradition of formal standardized testing, is described, in order to highlight a number of practical and psychometric problems. It is pointed out that some conventional procedures for developing norm-referenced attainment tests have limitations, especially in countries with centralized…

Possible bias in admissions decisions on the basis of sex is analyzed. The methods of testing for bias and the results thereof for graduate academic programs at the University of California, Davis, are reported. Differences in the quality distribution, based on grade point average, between male and female applicants are incorporated. (MLW)

Discusses issues and implication underlying the graduation competency testing movement in the social studies. Presents advantages and disadvantages of commercially and locally developed tests and outlines steps in selecting competencies and preparing tests. (KC)

Evaluation of student minimal competency should be based partly on national concerns, partly on local concerns, and partly on the needs of the learner. Evaluation must be built into all levels. (JMF)

Points out three difficulties with the Munz-Smouse test anxiety classification scheme. Describes an alternative procedure and illustrates its advantages over the Munz-Smouse procedure. (RL)

The author's response to H. Reed's paper (EC 115 148) on the nature of the relationship between biological defects and educational attitude and achievement refutes the relevance of biological knowledge to education, and contends the neuropsychological test data are of doubtful validity and may work against the academic interests of the student.…

The biasing effects of a pretest on subsequent post-test results were investigated in two experimental studies. In general, the results argue for using designs without pretests. (Author/JKS)

Fifty subjects were classified as having a primary (endogenous) or secondary (exogenous) reading disability; then their Bender protocols were scored. Results indicated that specific score distortions, but not total developmental scores, differentiated between the two groups and that the primary group was more severely reading retarded. (Author/SJL)

The potential educational import of noncognitive personal characteristics is examined with particular reference to problems in their measurement. Attention is drawn to some dangers and difficulties in using noncognitive measures in educational practice, and to the need for safeguards against misuse. (Author/RD)

As achievement in basic reading declines, the content validity of tests in special subjects may be reduced because examinees cannot read the test items. This study found that reading ability and item format affected test scores in the area of health science for a sample of high school students. (Author/JKS)

The controversy over minimum competency testing (MCT) is multi-faceted and it is the Local Education Agency (LEA) which will bear the burden of the MCT movement. Among the concerns of the LEAs are the means of assessment, the content of tests, and the curricular implications of MCT. (RLV)

The growth in the minimum competency testing movement stems not only from a concern with what students are getting from their schooling, but also from a desire to make sure that the public gets a return on its investment in education. (Author/RLV)

The author discusses the Michigan Educational Assessment Program (MEAP), with emphasis on mathematics. Topics discussed include: tests and reports, uses of results, effects on curriculum, local control, and the future of Michigan's mathematics assessment. (MK)

A discussion is presented which includes the following topics: purposes of testing, planning your test, instructional objectives, testing understanding, testing computation, testing applications and problem solving, evaluation and diagnosis, marking, and communicating with parents. (MK)