Based on the author's article in the same issue of Fremdsprachliche Unterricht; see FL 502 498. (RS)

At Oakland Community College, each student learns according to his cognitive style. Diagnostic tests guide his career decisions and mode of instruction; extraordinary resources and small curriculum units assure success. (Editor)

Criticizes present means of identifying and correcting reading problems as inadequate and makes several recommendations for the raising of reading standards through improved programs, teacher education, and better problem identification. (MD)

Paper was presented at the American Personnel and Guidance Association Convention, Las Vegas, Nevada, March 30--April 3, 1969.

The findings in Volume I of the Committee on Ability Testing's report (see ED 213 770 and ED 213 771) are shown to be ambiguous regarding the meaning of ability, vague regarding test validity, and ingenuous regarding test uses and misuse. The neglect of the basic question of what tests measure is noted. (CM)

Testing and tests are shown to have played a positive and dramatic role in increased opportunities through identification of educational talent. It is argued that tests, far from denying equality, are necessary conditions for equality and quality. (Author/CM)

American Federation of Teachers research shows that teachers are critical of many aspects of testing, but would prefer to see tests improved rather than eliminated. They are interested in tests as a part of instructional programs and recognize that testing information is only one of many criteria used in evaluation. (Author/CM)

Declining test scores are but a reflection of the problems prevalent in American schools but improving school performance is not totally within the control of teachers. A National Education Association Teacher Opinion Study indicates that teachers think tests become an end in themselves rather than a basis for sound educational purposes.…

Many teachers are hesitant to use test results because they do not believe they have sufficient training in measurement. Inappropriate test use is a threat, but teachers like tests if the tests are compatible with classroom instruction and results are not used to the exclusion of other types of information. (Author/CM)

Testing provides a major tool to assure the quality of education and access based on merit. In selection processes, the opposite of meritocracy is not equality but favoritism. Without adequate testing, society will have weaker assurance of an individual's performance capacity and productive contribution. (Author/CM)

Norm-referenced testing is not appropriate for use in teacher evaluation. A truly equitable method of teacher evaluation is based on a clear set of instructional targets and on the teacher's effectiveness in helping students master the specific skills and knowledge targeted. (Author/MLF)

Summarizes current congressional action affecting educational research and related activities, including appropriations, the Higher Education Act reauthorization, a new research and technology act, and legislation regarding educational testing, youth unemployment and training, paperwork and red tape reduction, and research privacy. (GC)

Six factors were examined in a national attitude survey: test use, anxiety, validity, fairness, judging one's own performance, and evaluation in general. Affective reactions of students toward evaluation were dependent on judging their own performance and on general affective attitudes toward school and society. (CP)

Reviews selected research studies on testing in science education to demonstrate that, although many tests do exist in science education, there are areas needing further development. (CS)