This annotated bibliography draws together references in English and French to Canadian materials on testing and evaluation of student achievement. The bibliography includes books, journal articles, tests, publications, and manuals, published between 1976 and 1984. Entries are arranged alphabetically under such topical subheadings as: (1) general…

APPROPRIATE LEVELS OF THE METROPOLITAN READING TEST WERE ADMINISTERED CITYWIDE IN OCTOBER, 1965, AND MAY, 1966, TO PUPILS IN GRADES 2 THROUGH 9 IN AN EFFORT BY THE NEW YORK SCHOOL SYSTEM TO IMPROVE READING. THE RESULTS ARE PRESENTED IN TABLES WHICH SHOW THE DISTRIBUTION OF READING ACHIEVEMENT SCORES IN EACH GRADE. THE IOWA TESTS OF BASIC SKILLS IN…

This guide is divided into four parts. Part I, an introduction, contains a discussion of why item banking has failed thus far to become a widely accepted procedure for test development, as well as some miscellaneous information on item banking that may be useful. In Part 2, completed questionnaires from 22 organizations with item banks give…

This glossary of terms used in educational and psychological measurement is geared toward the non-specialist in measurement. Terms which are considered basic are defined, such as those used in test manuals or educational journals. Definitions are based on current usage in textbooks in the areas of educational and psychological measurement and…

This commentary analyzes Professor Bloom's definitions of kinds of evaluation and the needs for evaluation in education. In a discussion of the nature of tests of cognition, memory, and production and evaluation abilities, Professor Guilford stresses the need for concern with acquisition of specific items of information and with general…

One of the most significant revelations of this paper is a recent finding that indicates that a sizeable number of nonlinear relationships between pre-post gain scores of pupils are found when measured by newer, nonstandardized instruments, which are valid and reliable. When instruments/procedures of this sort are used, the fit for pupils at both…

A review of the work of an affective sub-committee of the Nucleus Testing Committee is provided. Proposed recommendations of the sub-committee are that: (1) the committee as a group identify an important question in the affective domain and design a testing project by which to gather data to answer the question; (2) a set of guidelines for the use…

Effective testing appears to be that which is congruent with the mode of instruction. Reading test items aloud does not seem to compensate for poor reading ability of children tested. (Author)

A few hints for teaching students the skills needed for taking standardized tests. (MM)

Examines reading disabilities in fifth grade Japanese children and concludes they are as prevalent in Japan as in many Western countries, are more prevalent in males than females, occur at the same rate in urban and rural children, and are strongly associated with an inferiority of sentence memory and reasoning, but not with word discrimination…

Reviews the new "Standards for Educational and Psychological Testing" (1985) (Standards), the latest in a series of five publications intended to inform professionals who use tests of the best available technical and ethical recommendations regarding testing practices and procedures. Describes the Standards, compares it with the 1984…

Introductory psychology students were graded on four tests using multiple-choice format with explicit option (E-option) to explain their answers. Students preferred E-option format over regular multiple-choice, short answer, essay, true/false, and fill-in-the-blank formats. Use of E-option averaged less than one explanation per test over four…

This paper represents a tribute to the career of Ralph Winfred Tyler, whose publication "Constructing Achievement Tests" served as the basis for most of the major efforts in evaluation since 1934. Tyler's career is traced from his doctoral studies at the University of Chicago to his guidelines for national assessment. (LMO)

Testing is one means of viewing differences among individuals. Culture is another means. When we mix testing and culture together, the results are fascinating and often confusing. Generally, we test individuals in an attempt either to serve them or reward them, and if we want to reward people, there is a strong desire and need to be fair. However,…