Reviews Leo Goldman's (1972) assertion of failed relationship between tests and counseling. Reviews seven suggestions made by Goldman to remedy situation and considers how they have affected the relationship between tests and counseling. Concludes that relationship remains intact, chiefly in the field of career counseling. (NB)

Responds to Goldman's (1972) article asserting failed relationship between tests and counseling. Describes basis for renewed relationship between tests and career counseling. Reviews reasons Goldman cited for failed testing-counseling relationship, then focuses on two of Goldman's major themes: problems with selection-oriented, prediction models…

Neither standards/high-stakes testing nor privatization/charter-school improvement approaches will live up to proponents' ambitious claims. Standardized tests cannot uphold new performance goals. Charter schools serve limited numbers of students, siphoning off pedagogical reform energies that would benefit kids left behind. Rigor and innovation…

Cognizant of individual learning differences, the Rhinebeck (New York) School District refused to settle for mandated Regents exams. Staff developed a successful exhibition program requiring all students in the 5th, 7th, 10th, and 12th grades to demonstrate their knowledge through a performance judged by using various rubrics. (MLH)

A case study of centralized provincial testing in Alberta (Canada) shows that teachers can retain their assessment skills and responsibility, and so do not necessarily undergo "deskilling" in the implementation of centralized testing. The teachers appear to have undergone an ideological proletarianization, with considerable technical…

A psychobiosocial model that is based on the inextricable link between the biological bases of intelligence and environmental events is proposed as an alternative to nature/nurture dichotomies. Societal implications and applications to teaching and learning are suggested. (MMU)

Explores the political legacy of standardized testing, or how testing legitimates discussions about school politics. Focuses on the narrowing of purpose for schools, impatience with educational reform, and the erosion of public support for publicly funded schools. Contains 129 references. (SLD)

Discusses the participation of students with disabilities on the Stanford Achievement Test in West Virginia and the testing guidelines and testing Accommodations used. The effects of the inclusion of students with disabilities on class standings and teacher attitudes towards the participation of students with disabilities are addressed. (CR)

Deploring standardized testing deficiencies, the author obtained state funding to adapt England's Primary Language Record assessment to U.S. classrooms and piloted the literacy portion throughout California. Now 20 schools and districts across 8 states employ the Learning Record Assessment, accompanied by parental-involvement and…

Describes efforts to improve curriculum and instruction at one failing urban elementary school by: using analyses of standardized test scores as the entry point for an assessment and intervention process; helping teachers understand their responsibility for better teaching practices; and providing intervention services and activities to enhance…

A study was conducted of the public's interest in standardized student testing by reviewing the test-related sections of about 70 polls and surveys of public opinion. In general, the public favors more testing with higher stakes, perhaps because they consider testing in the context of real alternatives and find it best. (SLD)

Examined 10 early childhood teachers' views regarding curricular trends for young children, their teaching practices, and systemic constraints affecting their teaching. Teachers were identified as advocates, resistors, or traditionalists. Systemic constraints identified included early academics, reading wars, and standardized testing. Teachers…

Studied students' erasure behavior on a standardized (low stakes) test. Results for 5,641 students in grades 4, 8, and 11 suggest that students do change their responses at an average of 6 to 7% of the tested items and that overall achievement appears unrelated to the student's tendency to erase and change a response. Discusses conditions under…

Describes the whole language "way of being" from the perspective of a department chair teaching remedial 9th-grade and honors 12th-grade students. Considers how whole language fits into standardized testing programs, what students take away from whole language, what its general characteristics are, and how it fits with student learning patterns…

Addresses two issues in the ethics of grading and testing. The first is the charge that the practice of grading students is intrinsically coercive. The second is the national debate about authentic assessment, educational standards, and standardized measures of educational outcomes. The paper suggests there is an acceptable middle ground. (SM)