Discusses guidance programs in rural schools, suggesting basic functions of guidance programs, such as career development and resources, communication with community, educational planning and assessment, counseling, and follow-up. (AH)

In the absence of tests, society would be faced with restricted and subjective bases for evaluating students and educational programs. Among the benefits lost would be diagnosis of learning needs, sorting of individuals by skills, feedback to students to cope with school stresses, and transmitting of intellectual values. (Author/CM)

Three questions are discussed concerning this test: for what population is it appropriate; what is its purpose; and what are the qualifications required for proper administration and interpretation? It is concluded that it is a useful test, but caution is appropriate in answering the three questions. (CTM)

The author examines previous efforts to establish certifying examinations for high school students and their effects on curriculum and students, particularly minorities. Also, to introduce readers to the rest of this theme issue on testing, he briefly discusses test validity, cutoff scores, and effects on teachers. (SJL)

A defense is presented against the criticism that school psychologists who critically evaluate the System of Multicultural Pluralistic Assessment (SOMPA) are biased (TM 504 174). (MH)

Three case studies are presented that describe variations used to obtain student perceptions of examinations and examination questions. Student perceptions can provide feedback about the quality of the examination. Results are presented and discussed and some examples of test evaluation questions are given. (Author/MLW)

Comments on the conclusions and recommendations emanating from a conference on the role of testing in teaching and learning. (JT)

Defines and analyzes the terms most frequently used in student evaluation, examines some current developments and trends in evaluation methods, and suggests ways to improve evaluation instruments, such as planning evaluations before instruction, emphasizing criterion-referenced measures, and evaluating processes as well as products. (MF)

Assesses the applicability of corrective feedback (CF) testing, which allows multiple attempts to respond to a test item, to the community college classroom. Compares CF testing to single answer testing, especially with regard to reliability, equitability, and effect on student motivation. (DD)

Describes various data suggesting that certain groups of students can handle challenging college programs effectively. Discusses who these students are and how, if at all, their high school preparation differs from that of the college students who require remedial courses. (Author/MA)

Attempts to determine what effect, if any, a color's hue or value has on the elementary school child's perception of apparent weight. (Author/RK)

Provides a look at the recent report of the State Task Force on Competency Indicators and Standards for pupils. (Editor/RK)

Studies of the extent of standardized testing in U.S. schools in the early 1980s to 1990s were reviewed. All show the amount of systemwide testing to be less than two days per year. Methodological issues are explored, and the extent-of-testing estimates are updated to about 1995 through more recent research. (SLD)

Presents four articles on the use of observation as an assessment tool in early childhood education. Covers advantages of observation versus testing, finding opportunities to observe, record keeping, sharing with parents and staff, use of observations in curriculum planning and improvement, and use of observations in supporting children's play.…

Advocates an alternative conception of excellence in higher education, one based on how well an institution can develop its students' talents, not on the quality of the entering class's grades and test scores. Such an outlook would increase minority enrollment. (DM)