Instructional improvement within the context of criterion-referenced and norm-referenced tests is described. Such categories overemphasize test interpretation rather than design characteristics of achievement tests. Data from most measurement situations may be reported or interpreted either according to criterion- or norm-referenced standards. How…

This bibliography lists selected articles, research reports, monographs, books, and reference works related to criterion-referenced measurement. It is limited primarily to material which deals directly with criterion-referenced tests and testing procedures, and includes reports on computer-assisted test construction and the adaptation of…

The activities of the Nucleus Testing Committee of the Madison County (Wisconsin) Schools in developing a new student testing program are discussed, and suggestions for the development of appropriate testing procedures are given. An individualized learning packet, developed by the author, using the psychological and educational modalities of…

Information regarding the various publishers' priorities and data to support the supposition that the test publishers do differ in their priorities as reflected in their test characteristics, are presented. Evaluation ratings available for 1,600 published scales appropriate for grades 1, 3, 5, and 6 were from 39 publishers and distributers. A…

The purpose of this paper is to review progress in the development of an instrument by which to study the dimension of teacher-student relationships that can be related to power, and by which to study the contribution of this dimension to the learning climate. Sections of the paper are: Theoretical Basis for an Instrument; Development of an…

THE RELATIONSHIP OF ELEMENTARY SCHOOL STUDENTS' SPEECH FRIGHT TO THEIR SPEECH ABILITY, SPEECH ATTITUDES, AND SPEECH READINESS WAS STUDIED. SURVEYS WERE CONDUCTED AND DESCRIPTIVE DATA WERE COLLECTED ON SPEECH FRIGHT LEVELS AND SPEECH ABILITY OF 1,166 STUDENTS IN SELECTED ELEMENTARY GRADES. ATTITUDES OF TEACHERS TOWARD SPEECH FRIGHT WERE ALSO…

To determine whether placement of items on a teacher rating scale affects the factor structure underlying the scale and to determine whether changing the item format alters the ratings given, a 12-item, high-inference student rating scale was developed containing two global items pertaining to overall teacher effectiveness and 10 evaluative items…

A study involving the construction and administration of Black and White intelligence test forms to 386 Blacks and 386 Whites indicated that Blacks did not perform significantly better on the Black test form, suggesting differences in Black special education placement rates are not affected by underrepresentation in the test development group.…

This article is the first of a four part series of a study of Canadian high-school graduates' views on science-technology-society (STS) topics. It describes the research scope and methodology and discusses research issues associated with use of the specially constructed survey instrument, Views on Science-Technology-Society (VOSTS). (ML)

Suggests that the current tests for writers form a paradigm for how other liberal studies faculties can shape assessment programs that reflect the important tenets of their disciplines, because these tests have grown from sound academic principles, rather than from the expediencies of budget offices, campus testing services, or legislative…

Standardized tests rely on communicative behavior. Incongruities between the language of the test giver and the test taker can result in bias. Data on communications should be consulted so that tests allow for linguistic and cultural differences. This is the only way the abilities of Blacks can be accurately assessed. (VM)

Describes a model for adapting the construction of teacher-made mathematics tests for mildly handicapped students including the educable mentally retarded, the emotionally handicapped, and the learning disabled, to the mainstreamed classroom. (PK)

The nature and quality of teacher-developed tests was studied in a national sample of 228 teachers representing four grade levels and several subjects. Teachers described their patterns of test use, concerns about assessment, and use of performance testing. Teacher-developed performance assessment was heavily used. (Author/GDC)

Forty tenth graders from a high achievement track and forty from lower achievement tracks of a suburban high school were interviewed concerning their use of self-regulated learning strategies during class, homework, and study. Fourteen categories of self-regulation strategies were identified from student answers that dealt with six learning…

The proportionality model assumes that total testing time is proportional to the number of test items and the number of options per multiple choice test item. This assumption was examined, using test items having from two to five options. The model was not supported. (Author/GDC)