Declining test scores have been a major cause for concern in the past year. Describes the decline and explores some possible causes. (Editor/RK)

Investigated whether students would perceive items arranged in a hard-medium-easy order as being more difficult than the same items arranged in an easy-medium-hard order and whether the arrangements would influence scores. (MS)

Suggests that the idea of testing be given up, along with the measurement of reading and the idea of reading progress. (AM)

While other explanations cannot be ruled out completely, the most plausible explanation for the decline in test scores is that school achievement is down. Confirmation of this view is found in areas other than test scores. (Author/IRT)

Discussed are 12 elementary level standardized science tests, their levels of questions, and problems relating to coordinating instruction and standardized tests. (SL)

The 1999 Florida Legislature revised the laws pertaining to the assessment of students in Department of Juvenile Justice (DJJ) facilities. Revisions identified specific requirements for measuring student academic progress in the basic skill areas of reading, writing, and mathematics. Following the passage of this legislation, the Department of…

College admissions tests provide a standardized and objective measure of student achievement and generalized skills. Unlike high school grades or rank, admission tests are a common measure for comparing students who have attended different high schools, completed different courses, received different grades in courses taught by different teachers,…

As education policymakers have moved to reform K-12 public education, the roles of test publishers in assessment have expanded. In the last two decades these expanded roles have coincided with the movement of assessment to the center of education reform initiatives. The drive for improvement in public education has made the roles of test…

Article focused on the inadequacies of the standard aptitude tests and examined the possibility of opening up new systems for evaluation, thereby easing the rigidities consequent upon over-reliance on any single test. (Author/RK)

Reviews different types of tests that a science teacher may use. Selection of a particular test depends on various predetermined achievement criteria. Some useful hints are given for teachers for constructing their own tests. (PS)

The union and disjunction models for combining individual test marks to yield final grade distributions are outlined and examined empirically in two educational psychology classes. (Authors/CB)