The project to develop a diagnostic test for adults attending literacy classes was conducted in two phases. First, an Adult Informal Reading Test (AIRT) was administered, scored and interpreted by the project team. These results and guidelines for the advancement of adults in reading materials were communicated to cooperating project teachers, who…

This document is a collection of 12 forms that have been designed to aid school personnel in the processing of standardized achievement tests. The forms adapt to any typical achievement test whether the scale is a classroom or a large school organization. These forms are essentially a visual aid to interpretation. For the pupil there are two forms…

Contained in this packet on standardized tests and testing in English is a miscellany of materials written by students, teachers, researchers, test makers, and others about the uses, abuses, and misuses of standardized tests. The materials are not intended to be a definitive study of the standardized test in English but rather to provoke…

Reported are four studies resulting from achievement testing activities from 1971 to 1973 with approximately 17,000 hearing impaired students from under 6 to over 21 years of age. The first study reports the relationships between selected achievement test scores (Paragraph Meaning and Arithmetic Computation subtests) and the following variables:…

Many community colleges have a need for a mathematics placement test which tests achievement for initial placement in the different levels of mathematics classes. Merrit College investigated this need by examining the scores of all the entering students who did not complete the mathematics section of the School and College Ability Test which they…

The nationwide sales force (N=540) of a large food and beverage firm responded to a mail survey designed to investigate the role of value orientation as a moderator of the relationship between organizational rewards and job satisfaction. Of the two main elements in the investigation, the first was concerned with the predictive efficiency of two…

It has been argued that item variance and test variance are not necessary characteristics for criterion-referenced tests, although they are necessary for norm-referenced tests. This position is in error because it considers sample statistics as the criteria for evaluating items and tests. Within a particular sample, an item or test may have no…

Conclusions from an examination of the results of the National Assessment of Educational Progress indicate that it furnishes little help for those involved in the publication of composition textbooks. Four main difficulties in making inferences from the Assessment data on writing are (1) it is not clear why individuals perform as well or as poorly…

This paper presents the development of scoring functions for use in conjunction with standard multiple-choice items. In addition to the usual indication of the correct alternative, the examinee is to indicate his personal probability of the correctness of his response. Both linear and quadratic polynomial scoring functions are examined for…

Discussed are the theoretical background and evaluation procedures of the Glenwood Awareness, Manipulation, and Posture Index Number One, an instrument for measuring the sensory-motor bases of behavior in the profoundly retarded. The authors maintain that, by using the processes of recognition, interaction, and mobility as criteria for the…

Factor loadings, used directly or as the basis of binary values, are not appropriate as weights to produce component scores from a rotated solution. A series of examples showing the results of an incorrect measurement of components is given. Several correlation matrices were taken from books on factor analysis and multivariate analysis. Each…

An attempt toward the development of a criterion-referenced test as a joint project of the Puerto Rican Division of Evaluation and the Mathematics Program in the Department of Education is discussed. The approach used included the following steps: (1) clarification of objectives, (2) development of test items for each objective, (3) development of…

The American College Testing Program (ACT) was founded as an inviolate public trust, and operates as a nonprofit corporation governed by educational representatives from individual states or regions and a Board of Trustees. A fundamental goal of the program is to exercise educational leadership by conducting testing, information-gathering,…

As a conclusion to a cycle of English-curriculum development, this bulletin suggests methods and procedures for measuring pupil progress toward the achievement of goals emphasized in previous bulletins. Separate sections deal, in turn, with the place of assessment in the instructional program, types of assessment devices and techniques, assessment…

The problem lies more in the proper use of standardized tests in decision-making than in the tests themselves. (Author)