Study examined correlations between standard deviations of test scores and an index of within-community variability in income. (Author)

Brief description and short-term evaluation of the Comparative Guidance and Placement Program. (Editor)

Indicates that order of presentation determines the amount of attention students pay to questions asked by other students. Attentiveness is increased if the instructor has not previously lectured on similar information. Bibliography. (RW)

This paper focuses on mixtures of two binomials with one known success parameter. It is shown how moment estimators can be obtained for the remaining unknown parameters of such mixtures, and results are presented from a Monte Carlo study carried out to explore the statistical properties of these estimators. (PN)

Discusses guidance programs in rural schools, suggesting basic functions of guidance programs, such as career development and resources, communication with community, educational planning and assessment, counseling, and follow-up. (AH)

In the absence of tests, society would be faced with restricted and subjective bases for evaluating students and educational programs. Among the benefits lost would be diagnosis of learning needs, sorting of individuals by skills, feedback to students to cope with school stresses, and transmitting of intellectual values. (Author/CM)

Three questions are discussed concerning this test: for what population is it appropriate; what is its purpose; and what are the qualifications required for proper administration and interpretation? It is concluded that it is a useful test, but caution is appropriate in answering the three questions. (CTM)

The author examines previous efforts to establish certifying examinations for high school students and their effects on curriculum and students, particularly minorities. Also, to introduce readers to the rest of this theme issue on testing, he briefly discusses test validity, cutoff scores, and effects on teachers. (SJL)

A defense is presented against the criticism that school psychologists who critically evaluate the System of Multicultural Pluralistic Assessment (SOMPA) are biased (TM 504 174). (MH)

Three case studies are presented that describe variations used to obtain student perceptions of examinations and examination questions. Student perceptions can provide feedback about the quality of the examination. Results are presented and discussed and some examples of test evaluation questions are given. (Author/MLW)