The purpose of this document is to address issues related to the release of test scores to a variety of audiences: parents, school board members, school staff, the news media, and the general public. Guidelines or recommendations for reporting test data are provided. The recommendations are based both on experiences in reporting test results and…

These language testing guidelines--grouped according to the five categories of the oral language interview: grammar, comprehension, pronunciation, vocabulary, and language utilization (communicative competence)--are presented for the language proficiency examiner. Brief guidelines for assessment are given for each of five levels of proficiency,…

Initiated in 1979, this study obtained empirical evidence regarding the predictive validity of the restructured Graduate Record Examination (GRE) Aptitude Test. Of special concern were the questions regarding the contribution of the analytical section, as well as obtaining evidence of the correlational validity of scores on the restructured verbal…

Valid interpretation of test scores is the shared responsibility of the test designer and the test user. Test publishers must provide evidence of the validity of the decisions their tests are intended to support, while test users are responsible for analyzing this evidence and subsequently using the test in the manner indicated by the publisher.…

The Office of Research and Evaluation of the Dearborn Public Schools (Michigan) presents a longitudinal study to analyze grade nine student academic growth over a 2-year period utilizing the results of the Tests of Achievement and Proficiency (TAP). The TAP is a nationally normed test designed to assess student progress toward widely accepted…

This document presents a self-instructional guide to train individuals in the use of the Procedures for Identifying Problem Drinkers (PIPD), a screening and assessment package designed to determine the existence and degree of a drinking problem. The guide was developed for use in pre-sentence investigations, but is easily adaptable to other…

This manual summarizes technical information regarding the 1982 Stanford Achievement Test, Seventh Edition when administered to hearing-impaired students. In Section 1, the procedures used to select the norming sample (7,557 hearing-impaired students) are described, and the demographic characteristics of the resulting sample are compared to those…

This handbook is designed to serve as a resource for Alaskan district-level administrators in charge of planning, implementing and monitoring districtwide student assessment programs. The information is divided into 10 chapters, including: (1) aligning assessment with curriculum and instruction; (2) planning an assessment program; (3)…

The manual was intended to provide instructions and technical data for using the Keystone Adaptive Behavior Profile, a measure of personal independence and social responsibility for handicapped students. Information on the selection and development of the scale is followed by detailed suggestions, in separate chapters, on administration and…

Form level is a major element in the scoring and interpretation of Rorschach responses. Exner's 1974 text and 1976 comprehensive system workbook provided helpful norms and scoring conventions for determining form quality, but its 1985 revision appeared to lead to generally lower levels of form quality. To examine this clinical impression, the…

Reasons for administering tests fall into two categories--decision-making and promoting learning. The two bases of tests are learning objectives and the level of learning at which training is developed. Test development involves a number of steps. The best way to tie objectives to test items is through the use of a table of specifications, which…

Inspired by four recent decisions to change achievement tests used in the Austin Independent School District, the separate forms used and procedures followed have been combined into a systematic approach intended for use in future achievement test selections. A rating scale (Attachment 1) was developed to expedite a systematic comparison among…

The 1981-82 System-Wide Testing Program (SWT) introduced the initial administrations of the Assessment of Baseline Curriculum Survey and the Language assessment scales. The Basic Objectives Assessment Tests, the Texas Assessment of Basic Skills, and District-adopted, norm-referenced tests were continued as implemented in previous years. The…

Diagnostic testing confronts several challenges at once, among which are issues of test interpretation and immediate modification of the test itself in response to the interpretation. Several methods are available for administering and evaluating a test in real-time, towards optimizing the examiner's chances of isolating a persistent pattern of…

The New Jersey College Basic Skills Placement Test (NJCBSPT) is designed to measure certain basic language and mathematics skills of students entering New Jersey colleges. The primary purpose of the two mathematics sections is to determine whether students are prepared to begin certain college-level work without a handicap in computation or…