Discusses how the current management perspective in assessing student outcomes can be redirected so that assessment is used primarily to promote student development and to enhance learning. Defines assessment; describes development of an assessment program, including determining goals and assessment needs, when and how to assess, and choice of…

Discusses considerations in developing assessment and placement programs: which students should be tested, why admission tests and high school grades are inappropriate for placement, how testing should be carried out, which tests should be used, and how tests should be interpreted. (DMM)

Notes problems with the current emphasis on summative evaluation of student progress and argues that a formative approach would be more beneficial for students and teachers, offering both groups greater understanding of the learning taking place. Discusses practicalities of adopting formative evaluation procedures, e.g., teacher training, computer…

Discusses the need for researchers to determine what should be tested and how when evaluating educational computing programs, describes efforts of Educational Testing Service's National Assessment of Educational Progress (NAEP) to measure the impact of computers on achievement, and concludes that it will not be easy to evaluate computers' effects.…

Describes a method for making standardized test results more useful for teachers, administrators, school board members, and parents by providing information on the test content actually mastered by the student and on the student's individual development over time, as well as providing traditional numerical and norm-referenced scores. (PGD)

Reviews traditional cultural values, learning styles, and problems in identifying ethnic groups in the United States. Recommends alternative techniques and strategies in assessing culturally diverse exceptional children. (Author/CI)

The history of microcomputer use in education is traced, from 1950 to the present, and implications for testing applications are reviewed. Future trends in statistical analysis packages, mass storage, improved graphics, and integration of components are discussed. (BW)

In providing an alternative view to the previous article by Ward (TM 508 880), the author notes problems associated with adaptive testing, diagnostic testing, testing embedded in instruction, and testing through simulations. (BW)

In every instance in the process of constructing and using a test, the microcomputer can aid the classroom teacher. However, the teacher will not apply the microcomputer to classroom testing without added training both in classroom testing and in using the microcomputer. (BW)

A mountain of paperwork can be pared to a molehill when teachers concentrate on diagnostic and testing techniques that minimize written responses. This article explains how to evaluate students in ways that emphasize oral responses, hand signals, and student grading of papers. (PP)

Describes 10 methods of assessment that teachers can use alone or in combination: (1) multiple marking, (2) peer evaluation, (3) mastery learning, (4) contracted learning, (5) credit/no credit grading, (6) self-evaluation, (7) anecdotal records, (8) pupil profiles, (9) checklists, and (10) dossiers. (FL)

A program is discussed which was designed for students in need of intensive reading instruction. The program stresses self-reliance, self-awareness, and self-evaluation. (Author/RK)

Psychologists must often make decisions about the significance of scaled score differences between subtests on the WISC-R. Differences which are statistically significant at the .05 and .01 level are presented. Cautions concerning the interpretation of statistically significant differences are discussed. (Author)

Reports on recent developments and programs in education across the country. (RK)

Discusses norm referenced and criterion referenced standardized intelligence and achievement tests. Suggests a moritorium on all such tests as advocated and alternatives for assessment such as interviewing parents, children and teachers and examining children's journals and notebooks. (MS)