The author attacks not only the racism inherent in existing IQ tests, but the very concept of a standardized intelligence test, which, he asserts, lacks certain basic criteria of consistency and validity necessary to a scientific device. Part of a theme issue on intelligence. (SJL)

An introductory analysis of the relative faults and merits of various testing systems suggests the need for teacher intercession in the standard testing procedure. (LH)

The System of Multicultural Pluralistic Assessment (SOMPA) is an assessment system compatible with Public Law 92-142. A general description of SOMPA is provided. (JKS)

A reasoning test was administered by all science teachers at a high school. This report presents the results of the test and explains how this information can be used to improve teaching. (BB)

Discusses a project demonstrating that standardized tests can be developed in vocational agriculture under certain conditions to serve a wide geographical area and a diversified agriculture. (HD)

In order to use Norm referenced tests (NRT) in a meaningful way, test users have to understand the limitations of NRT to fully or accurately assess the test taker. NRT needs to be put into perspective with other information and integrated with an individual's experiences, needs, values, goals and objectives. (Author)

Describes the home-grown system of external educational standards and incentives that were created in the early 20th century by college prep schools and the impact this system had on how teachers taught and students learned. Discussions include how standards were used as curricular frameworks and the creation and influence of the College Board…

Differences in attitude toward classroom testing were studied with 219 college faculty members and 108 students. Although both groups acknowledged the importance of tests, more positive attitudes were found for faulty members rather than students, and the greatest discrepancy in attitude scores was for items regarding the fairness of tests. (SLD)

This article discusses the structure of a committee that evaluates assessments for students with visual impairments and the process by which the committee arrives at its recommendations to test developers and administrators. Concerns and preferred practices that have been revealed by the committee's two years of experience are discussed. (CR)

Describes how the North Central Association (NCA) school improvement process helped Auburn Elementary School (Kansas) achieve improved student performance. Asserts that critical elements for a successful school improvement process include: trust, organization, and strong steering committee and peer review chairs. (KP)

The implications for educational and employment testing of recent measurement, social, and policy issues are compared and contrasted. Changes are proposed relative to technical conceptualization of assessment, an increased focus on performance-based evaluation, and expanded expectations and uses of assessment. (SLD)

Discusses the educational philosophies of the two camps of the Progressive Education Movement: the child-centered education camp, exemplified by the work of John Dewey, and mass education camp exemplified by the rising "science" of educational testing (led by Edward L. Thorndike) and the growth and centralized authority of large…

Summarizes research supporting current beliefs in testing, identifies good assessment qualities, and reviews the current knowledge of test design. Standardized tests negatively affect academic program quality. Alternative assessments must be judged by their validity, reliability, consequences, fairness, generalizability, cognitive complexity,…

Presents a conceptual framework of educational diagnosis based on formative evaluation. Describes a computer-based diagnostic system that maximizes the coherence and effectiveness of obtained information by generating a structural diagnosis of the nature of student errors and a causal diagnosis related to teaching methods. Contains 64 references.…

Considers the need for and status of assessment literacy for teachers. The article examines whether teachers need to assess, whether there are preservice assessment courses, what assessment courses should teach, what topics are covered in other courses, what is happening with assessment in the schools, and what is needed. (SM)