This paper discusses the use of tests by American teachers over the past six decades. A representative sample of the research centering on the linkage between testing and teaching is cited. (LMO)

This article discusses the application of the Golden Rule procedure to items of the Scholastic Aptitude Test. Using item response theory, the analyses indicate that the Golden Rule procedures are ineffective in detecting biased items and may undermine the reliability and validity of tests. (Author/JAZ)

Examines and assesses Marxist debates over schooling and societal reproduction. Argues that, if Marxists insist on using functional analysis to explain schools in capitalist society, the accuracy of these explanations must be empirically assessed. (FMW)

An effort to operationalize the logic of confidence construct is described that uses item development, factor analysis, and reliability and validity tests. Data from public school and higher education teachers indicate correlations for teacher logic of confidence, status obeisance, professional zone of acceptance, and autonomy. (TJH)

Examined the relationship between Intelligence Quotient (IQ) of the Wechsler Intelligence Scale for Children-Revised (WISC-R) score, Callifornia Achievement scores, and grade point averages for Black and White elementary and middle school students (N=168). Found little evidence of differential prediction. Results suggest that the WISC-R IQ is an…

Presents criterion-related validity data for the Child Behavior Checklist-Teacher's Report Form. Interprets results from elementary school boys (N=172) as supporting the criterion-related validity of the teacher-judgment measure and its use as a screening or diagnostic device in the school. (Author/ABB)

Discusses the gap between the perspectives and practices of (1) teachers in classrooms where writing and reading are being learned and put to good use and (2) those who test students' language competence. Considers ways to narrow this gap, including the notion of teachers acting as tester-researchers. (JD)

Meaningful and relevant tests of oral competence in foreign languages must address problems impeding communicative competence such as lack of student motivation, unimaginative questions, inhibitive personal questions, and pictorial tests. Examples of test questions are presented in French. (CB)

Criterion-related validity of the 126-item cognitive test used in the High School and Beyond study was examined. Sophomore and senior year cognitive test results correlated highly with senior year college entrance examinations for all subtests except civics, and moderately well with senior year grades and class rank. (Author/GDC)

College faculty served as judges to rate the instructional validity of items on the National Teacher Examinations Core Battery. The ratings were examined in relation to actual test performance, as well as panelists' ratings of item difficulty and relevance. (Author/GDC)

Evaluation of Chinese-speaking students' responses to a "Reporting Test" of oral proficiency in English as a foreign language indicated that the test may be valid and applicable for assessing oral proficiency. (CB)

Describes a study done by Herbert White that resulted in rankings of library and information science programs based on perceptual assessments by faculty and library directors. Problems with this methodology are discussed, and further findings based on extensive interviews with subjects of the White study are reported. (CLB)

Notes some of the conflicts between the use of hands-on science curricula and standardized testing. Discusses the state of testing and the state of science education with regard to the tests. Describes some promising developments in assessment in science education. (TW)

A number of research reports and meta analyses on student evaluation of college teaching were reviewed. Student ratings were found to be multidimensional, reliable, valid, and relatively unbiased. Results were useful for feedback, course selection, and personnel decisions. Marsh's Students' Evaluations of Educational Quality (SEEQ) was also…

Evaluation of the cumulative files of 143 severely disabled students (ages 6 to 20 years) in five school districts indicated: (1) a lack of appropriate technically adequate norm-referenced tests, (2) technical adequacy not a major determinant in test selection, and (3) less frequent use (than expected) of criterion-referenced and adaptive behavior…