Evaluated was the ability of an abbreviated test battery, given at the beginning of kindergarten, to predict reading group membership at the end of the second grade for 132 kindergarten children. (BD)

Problems in implementing the Education for All Handicapped Children Act (PL 94-142) and the Teacher Center Act (PL 94-482) are described. Optimism is expressed over the possibilities of staff development in Teacher Centers to meet the demands of PL 94-142. (MJB)

Difficulties in the organization and application of psychological testing for public school children can be discussed. (MB)

A system of testing children for educational disabilities, first known as "Graphogestalt" and later as "SCREEN", has been discredited by responsible evaluators but is still offered to teachers and endorsed by some government experts. (JD)

Examines trends in science testing and discusses its impact on science instruction. Presents data on each state's assessment program in science for grades K-8. Identifies the type of test, grade tested, the scope and frequency, and the contact person for each of the 50 states. (ML)

Curriculum reform in Scotland in the 1970s is described. The implications for testing and teaching are discussed. (GDC)

The graded test movement is currently attracting interest in the United Kingdom as a possible alternative to existing public examinations. Three key features of graded tests are: (1) emphasis on student success; (2) a progressive sequence of levels; and (3) tasks to be mastered by candidates being clearly specified. (LMO)

Provides information on the American Chemical Society's (ACS) 1986 testing program, listing currently available tests (includes five new tests). Also provides condensed norms for ACS examinations, including high school chemistry forms 1985 and 1985-S, general-organic-biological chemistry form 1985, general chemistry (brief version) form 1985-B,…

Three statewide assessment programs in Connecticut developed in response to the State Board of Education's goals and objectives are described. These include: (1) the Connecticut Assessment of Educational Progress; (2) the Educational Evaluation and Remedial Assessment Program; and (3) the Connecticut Mastery Testing Program.

The steady growth of state testing programs and its implications for the measurement community are discussed in terms of testing purposes (monitoring, accountability, and curriculum advancement) and test development, administration, and reporting. It is important that the measurement community address crucial issues to maintain its substantial…

The relationship between student GPAs and scores on the National Board of Chiropractic Examiners tests was investigated in an effort to determine if the chiropractic curriculum was properly preparing students to be licensed. The study found that there was a significant correlation between GPAs and board scores. (Author/MLW)

A response to the Minister of Education's announcement of provincewide testing in English and mathematics and a look at the tests thay may be used. (CRH)

In 1982, Lansing (Michigan) Public Schools took the stance that their low Michigan Educational Assessment Program (MEAP) scores were not reflective of what their students really knew and that, with some short- and long-range planning, scores would improve dramatically. The districtwide effort is briefly described here. (BW)

Describes procedure for combining Stanford Achievement Test items with local supplementary items to measure individual and aggregate student performance in mathematics. Two reports are generated from the test results: a diagnostic report of student mastery of each objective and an overall score. (TE)

This paper's thesis declares that more direct, comprehensive, and adequate measures of teaching skill will necessarily encompass, though not directly measure, certain attitudes, values, and commitments presummed to correlate positively with teaching. (JD)