This investigation attempts to determine if the congruity in textbook-test content varies as a function of different styles of textbook use. Across all standardized tests, instructional validity of the five styles of textbook use was far lower for the management-by-objectives model than for any other styles. (Author/PN)

A statistical comparison of Medical College Admission Test scores with National Board of Medical Examiners (NBME) Part I scores of one school's students supported simple averaging of subtest scores rather than weighting as a predictor of NBME Part I performance. Similar results were obtained using basic science course examination scores. (MSE)

The evolution of the relationship between the College Entrance Examination Board and the Educational Testing Service is outlined, and five aspects of the current cooperative relationship are noted: contractual agreements, shared tasks, specific membership needs, moral obligations to the educational community, and tradition. (MSE)

Comparative predictive validities of 147 secondary school students were examined for six subtests of the SRA Assessment Survey and for five subscales of the Dimensions of Self-Concept relative to overall/grade point average (GPA) earned and to GPA achieved in English and mathematics courses. (Author)

Discusses reasons why standardized tests and their use are important topics of discussion. Testing is: widely used in schools and supported by the public; criticized by both educational and noneducational groups; only minimally a part of teachers'/administrators' training; constantly being changed and developed. (LC)

Based on the assumption that dental schools need to consider applicants with diverse backgrounds, a study was undertaken of the relationship between undergraduate majors and performance in dental school. Liberal arts majors performed as well in dental school and as well or better on licensing examinations as science majors. (Author/MSE)

A discussion on the tension between university organizational interests and individual student interests with respect to the use of admissions tests is presented. Responsibilities of colleges and professional schools toward an increasingly pluralistic society are examined, and the need for more research on evaluating human competencies is urged.…

Discusses issues pertinent to the testing of Hispanic children whose learning difficulties may indicate a handicap. Describes the System of Multicultural Pluralistic Assessment (SOMPA) (Mercer and Lewis, 1979), reviews the educational status of Hispanic children in the United States, and outlines preliminary findings from the SOMPA II project.…

Arguments for and against disclosure of standardized test contents and answers, addressing issues of humanizing the testing process, equalizing educational opportunity, ensuring accountability, minimizing costs, ensuring fairness, and protecting test validity, are presented. (MSE)

The author examines the history and impact of two significant but conflicting legal decisions in cases that challenged the validity and cultural fairness of standardized IQ tests: Larry P. v. Riles (California) and PASE v. Hannon (Illinois). (Editor/SJL)

This review of the background and current status of state level activities in testing documents the shift in locus of educational control from local school districts to state agencies, the key dimensions characterizing such programs, factors influencing their implementation and their possible impact. (Author/AEF)

A study of the 1980 graduating class of teachers at North Texas State University revealed that academic criteria played no significant role in the job-hunting experiences of those students. The author urges school districts to rely on academic competence rather than standardized tests in hiring new teachers. (Author/WD)

Surveys recent judicial examinations of educational practices, considers the role of psychological testing in efforts to block desegregation, and evaluates legislation concerning the testing process. Available from Maryland Law Review, Inc., University of Maryland School of Law, 500 West Baltimore St., Baltimore, MD 21201. (Author/IRT)

Five standardized tests of reading achievement were administered to community college freshmen. Students took two different tests on consecutive days. Grade-equivalent scores on tests were compared. Differences were found between tests based on the number of students who reached the criterion score of grade-equivalent 11 or 12. (Author/CTM)