This review considers the treatment given by four recent educational measurement texts to these six current issues in testing: criterion v norm-referenced tests; accountability; test bias and cultural fairness; the impact of testing on student self-esteem and motivation; privacy; and errors in measurement. (SJL)

Background information about the first mathematics examinations given at Harvard in the academic year 1854-55 is given. The two instructors, Pierce and Eliot, responsible for the innovation are discussed. (MK)

Discusses evaluation of tests both in terms of their measurement properties and their potential social consequences. Presents a model for evaluating test validity based on empirical evidence as well as on ethical decisions. Stresses the importance of construct validity as a rational foundation for test predictiveness and relevance; and the…

A study of corrective feedback testing, in which scoring is based upon the number of attempts needed to achieve the correct answer, is compared to single attempt testing. (RAO)

The author looks at some evaluation issues arising out of the use of Man: A Course of Study (MACOS) and proposes formats for the assessment of student learning, the results of which could be used to support the value of MACOS and its place in the school timetable. (SJL)

Impromtu pre- and post-test essays by 302 students randomly selected from over 80 sections of a first-semester freshman composition course revealed significant improvement. (DD)

This study demonstrates that multiple matrix sampling procedures can be used to collect assessment data efficiently, unabstrusively, and reliably. (MB)

Previous research has shown that compared with their American counterparts, Chinese students' artwork is perceived as less creative by both Chinese and American judges. Three different factors are posited to be responsible for the discrepancy in rated creativity between Chinese and American students, namely, social values, school pedagogic…

Studied the opinions of professional psychologists in Europe about tests and testing with samples of 3,455 Spanish, 2,407 English, 2,079 Dutch, 321 Slovenian, 219 Croatian, and 210 Belgian psychologists. Results show a generally positive attitude about tests and testing, coupled with an awareness that institutions need to adopt a more active role…

Presents results from a national survey of two-year colleges regarding placement practices for calculus. High school records were the most important factor, followed by placement test results and college entrance examination scores. (DMM)

Defines a cycle of assessment and action, and a continuum from formative to summative assessments. Illustrates problems caused when one assessment must serve both formative and summative functions. Argues that separating the collection of evidence from its interpretation, or the interpretation of evidence from consequent action, helps alleviate…

A teacher of gifted and talented students recounts her own personal experience of "failing" a creativity test and the realization that tests have limitations and only measure an individual's performance on a given day based on particular standards and criteria. (DB)

Discusses how online programs are using new strategies of testing, both to teach students and to prove that distance education works; however, some educators question their efficacy. (EV)

Discusses various aspects of standardization and testing in science education and their effects on students and on reform efforts. Argues that science educators need to begin to question the system and their practices with regard to testing and need to be willing to act on the answers they find. Contains 10 references. (JRH)

Examines testing practices in: (1) the past, in which the traditional paradigm left little room for cognitive psychology principles; (2) the present, in which testing research is enhanced by principles of cognitive psychology; and (3) the future, in which the potential of cognitive psychology should be fully realized through item design.…