Examines gender and rural-urban differences in achievement and macro- and micro-skills in mathematics. A representative sample of classrooms consisting of 1587 students from a mid-western Canadian province was administered a standardized achievement test battery. Concludes females scored better than males in all areas except mathematics and…

Discusses the problem of measuring the validity of interview ratings in the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interviews (OPI), proposes frameworks to distinguish abilities from testing methods, and considers factors affecting test performance. Suggestions for research and development on the ACTFL OPI…

A study of the usefulness of traditional admission criteria in predicting student achievement found that standardized secondary school examination scores and branch of study were highly predictive of college cumulative grade point average, and that the scores reflected intellective as well as non-intellective factors pertaining to students'…

An issue that has emerged as a technical debate among statisticians, the relationship between British college entrance examinations and degree performance, is in reality connected to contrasting underlying conceptions of higher education. (Author/MSE)

Concludes that standardized tests do not always reflect children's actual reading achievement and that the tests may not measure performance on the same types of material emphasized in basal series. (FL)

Although cognitive style affects test results, students of various cognitive styles are expected to perform equally well on standardized tests. Informal tests seem to be better for both impulsive and reflective style students. Perhaps a combination of standardized and informal testing is appropriate for making educational decisions about students.…

A feedback inventory was administered to 259 seventh graders in Israel immediately following standardized group scholastic ability testing procedures to determine the subjects' attitudes toward the procedures. Few meaningful differences appeared across sociocultural or gender groups. Test attitudes did correlate with scores. (TJH)

The author explores ways in which the Armed Services Vocational Aptitude Battery might provide the college admissions counselor with an additional set of test scores that, when used with scores from other standardized tests, might provide a more valid comprehensive evaluation of a student's academic potential. (Author/CH)

Reviews research dealing with test wiseness and concludes that teachers and others who administer tests and those who review results should consider the degree to which test wiseness characteristics might have been operative had a planned effort been undertaken to provide special instruction. (FL)

Reviews the strengths and weaknesses of the Nelson-Denny Reading Test (NDRT) and compares the use and misuse of the test as revealed through published surveys. Finds problems in the use of the NDRT to diagnose the specific reading needs and deficiencies of low-achieving students and to measure individual growth. (CBC)

Argues that student performance on standardized tests should not be the basis for educational reform and presents suggestions for expanding the criteria by which school success is judged. (SRT)

Reviews the conceptual and developmental issues associated with learning time concepts. Demonstrates how important time concepts are to all subject areas and provides an analysis of the use of time concepts in two widely-used standardized tests. Offers six guidelines for teaching time concepts to children and illustrates these guidelines with…

Examines the extent and nature of America's need to know whether the nation's educational outlook is improving, considers the contributions of the Scholastic Aptitude Test and the National Assessment of Educational Progress to the information effort, and proposes a more effective testing system to be administered by the Census Bureau. (PGD)

The relationship of student major choice and other individual characteristics as reported in the American College Testing Program's (ACT) pre-college Assessment Program to persistence in the college major is examined for Michigan State University students. Implications for program planning are discussed. (MSE)

The Computer Aptitude, Literacy, and Interest Profile (CALIP) is a standardized test battery with six subtests designed to assess computer-related abilities of individuals between 12 and 60 years old. The CALIP was developed to assess computer-related aptitudes of younger or inexperienced populations, including talented minority persons and…