Reported is the development of a valid and reliable test of integrated science process skills that could be used with secondary science students by teachers, evaluators, and researchers. A 36-question, multiple-choice test was designed to measure integrated process skill achievement. (Author/DS)

This study was conducted to determine if an operational performance evaluation was valid and feasible for an area of small engine instruction. Four classes were evaluated using both a pencil-and-paper test and an operational performance test. One of the findings was that a positive relationship exists between student scores on the two tests. (LRA)

This article will argue that cost-benefit analysis persuasively demonstrates that truth-in-testing laws are socially and economically justified but often fall short of providing a comprehensive regulatory scheme adequate to correct the market dislocations generated by an unregulated testing industry. (Author)

Commonly used standardized intelligence scales are free from the inherent flaws that allegedly result in discriminatory assessment. Issues of internal validity, predictive validity, and examiner effects are discussed. (Author/JKS)

Discusses issues which "pertain to the success of children in school in answering test questions, the success of linguistic students in analyzing their answers, and generally the educational institution as a whole." Concludes that, "the main reason for reading failure in the inner cities is the cultural conflict between the educational system and…

Suggests that GCE and CSE boards need to bury their differences if progress is to be made on the 16-plus proposals. (Editor)

A new instrument, the Attitude toward Educational Measurement Inventory, was completed by 331 undergraduate education majors. Results show high internal consistency reliability for the subscales and moderate stability reliability. Interscale correlations indicate that the three scales represent related, but distinct, aspects of student's attitudes…

Discusses President Bush's No Child Left Behind Act and addresses the flaws of the program. Addresses the program's focus on student assessments, relationship between assessment and accountability, and mandated assessments for public school. Also discusses how the program does not affect private and religious schools. (MZ)

A pilot test of 700 students in grades three, four, and five, investigated the reliability of curriculum-valid mathematics survey tests. The development of the test and the taxonomy of curriculum analysis that was beneficial in test construction is described. Results indicate the effectiveness of the test. (CR)

This article discusses high-stakes testing and how special educators can incorporate accommodations, include test preparation in the curriculum (test approach skills, test taking skills, and test preparedness), prepare for test administration, and explore exam alternatives. Key legal and ethical concerns and considerations when determining…

To examine the potential of classroom teachers as primary screening agents for learning difficulties, 197 kindergarten children were assessed on 6 measures. Best predictors of grade 1 achievement were the Metropolitan Readiness Tests and the Myklebust Pupil Rating Scale, both of which can be administered by teachers. Contains 22 references. (SV)

The gap between professionally and legally acceptable practice in professional licensure tests is addressed. Pertinent activities of the American Psychological Association, American Educational Research Association, and the National Council for Measurement in Education are discussed. (TJH)

Examines the need to redefine school readiness and to implement strategies that will ensure that children are "ready to succeed" when they enter school. (PCB)

Examines results from this year's American College Testing (ACT) program and the Scholastic Aptitude Test (SAT). There has been little change the past year in minority student scores. While average minority student scores fell by at least .1 point from last year, all minority groups have experiences long-term gains. (DF)

Compares examination practices at the end of secondary schooling in England, Federal Republic of Germany, France, Japan, People's Republic of China, Sweden, Soviet Union, and the United States. Considers the present status of these national examination systems, their alteration by social and educational changes, and their shaping of educational…