Describes a criterion-referenced testing program in the elementary schools of Evanston, Illinois. (IRT)

Many applications of educational testing have a missing data aspect (MDA). This MDA is perhaps most pronounced in item banking, where each examinee responds to a different subtest of items from a large item pool and where both person and item parameter estimates are needed. The Rasch model is emphasized, and its non-parametric counterpart (the…

Four broad issues of educational tests use are presented with their major criticisms: tests meant to hold educators and school systems accountable have limited value, and when used to make decisions concerning individual students tests do not fully reflect the cultural backgrounds of minority students. Testing to evaluate educational innovations…

An assessment instrument and a questionnaire (Appendices A and B) were developed to determine how well teachers understand classroom testing principles and to gain information on the measurement preparation and classroom practices of teachers. Two hundred ninety-four inservice teachers, grades 1 through 12, from three urban school systems in…

These proceedings include four papers on the status of evaluation Michael Scriven ("Evaluation: The State of the Science") examines the general picture of evaluation, identifies a number of trends in the field, and presents several new evaluation concepts. Included are discussions of "responsibility evaluation,""value…

It is important for counselors to understand the problems involved in testing students and also how to properly evaluate test results. This article discusses both areas. (HMV)

Article focused on the demands presented by the multiply handicapped child and the educational policies that attempted to satisfy their needs. (RK)

In this article reading comprehension and science testing were discussed as a part of the IEA study in Scotland. (RK)

An experiment using business organization and management students was conducted to determine the effects of differences of frequency of testing on the performance of students enrolled under two different admission policies (75 percent or higher high school average and below 75 percent high school average) in an urban community college. (Author/AG)

Standardized science achievement tests for the elementary school are almost uniformly poor in quality; any quick-answer, paper-and-pencil science test that has consequences for the child or the school is likely to be irrelevant and perhaps harmful to those activities most likely to interest children in science. (Author/IRT)

Outlines a procedure to be followed whenever any communitywide, state, regional, or national test of either "achievement" or "ability" (including IQ) is to be given. (Author/IRT)

Article focused on the need for schools to teach students how to survive on a practical basis so that they can continue to satisfy the more elevated needs, such as security, love, self-esteem, and self-actualization. (Author/RK)

In the face of the deliberations that have been taking place in England for several years now about the merging of two '16+' examinations, the CSE and GCE Ordinary level, author investigated the French system and the examination, the BEPC, taken at 'intermediate' level by 'average' and 'above average' students. (Author/RK)