Identifies and documents some of the types and kinds of testing and evaluation infractions to which secondary school children are exposed, illustrates proper procedures in an attempt to reduce the probability of their recurrence, and explores the possible contributing causes for this situation with suggestions for change. (Author/RK)

Can real comparability of examination standards be attained between different boards and different years? Argues that the attempt has to be made. (Editor)

Tests of reading and mathematical understanding were administered to 210 children from three socio-economic backgrounds who had been tested 12 months earlier during their first year at school (AA 525 131). (Editor/RK)

A survey of 54 graduate schools identified the content of training received by educational measurement specialists during their graduate educations. Forty-three programs offer master's degrees, with 14 focusing specifically on educational measurement. Students received basic skills and knowledge of statistical methods, measurement, and research…

Comparison of elementary grade students with (N=42) or without (N=42) learning disabilities (LD) on their logical-mathematical structures of thought found that, though both groups generated grouping relationships, children with LD tendered to generate solutions showing less coordinated structures of thought. For both groups, scores on the…

Responds to A. L. Brown's 1994 assertion that behaviorism and most learning and developmental research impede theoretical progress and negatively affect educational practice. The author first discusses how Brown inappropriately uses the most outlandish research and practice in the behaviorist tradition as an excuse to reject behaviorism outright,…

Education researcher Gerald Bracey claims that the No Child Left Behind Act (NCLB) will result in privatization and educational vouchers because schools are expected to show regular gains in the proportion of students judged "proficient." (MLF)

"Test Scoring" provides insight into psychometric procedures as used by a professional testing company or in large-scale projects. The book contains an overview of standard test theory, a discussion of factor analytic theory, and an exploration of special applications and problems. (SLD)

Essay on school reform argues that quality teachers are key to successful reform, not reform rhetoric by state governors and U.S. Presidents. Asserts that primary mission of schooling is to provide students an educational apprenticeship in democracy. Qualified, caring, competent teachers are essential to accomplish this mission. (PKP)

A survey of 25 doctoral evaluation training programs at 8 universities was conducted to assess their use of comprehensive examinations in evaluation. (TJH)

Criticizes an article by Messick (1989) that emphasizes consequential validity (the potential and actual social consequences of test score interpretation and use) as a component of construct validity. Shows the profitability of separating the construct-indicator link from the indicator-score link, and the greater importance of the former.…

A culture of testing permeates schools. Many teachers cannot separate instruction/instructional improvement from outcome measures designed for accountability. The article discusses the effects of standardized testing and examines a study of teachers' beliefs and practices concerning reading comprehension instruction that indicates accountability…

Reviews three distinct research programs in the field of performance-based assessment that have the common goal of understanding its technical qualities and developing design strategies to use such qualities. Highlights common threads in findings that suggest a set of design strategies for future efforts at developing effective performance…

Presents examples of how standardized testing recognizes, constrains, or dismisses the multifaceted aspects of identities children bring to classrooms and influences the identities of teachers and psychologists whose actions are constrained by a culture that reproduces itself. Challenges readers to take up new models of assessment that not only…

Explores individual differences in general memory ability and the relation to performance in a public examination, taken at age 15-16 years. Suggests that individual differences in memory ability account for between 10 and 20 percent of the variance in groups of above-average IQ. Includes references. (CMK)