Describes how to use quizzes, tests, writing assignments, and other assessments to improve instruction and help students learn. Suggests that instead of teaching to the test, teachers test what they teach and follow assessments with corrective instruction. Also discusses the benefits of assessments. (Contains 14 references.) (WFA)

Introduces this issue of "The Counseling Psychologist," which considers several contemporary developments and issues in the areas of testing and assessment and their relevance for counseling psychologists. Topics examined by the papers are identified, along with five additional current issues in testing and assessment. (Author/TE)

A "high-stakes" test can directly and powerfully influence how teachers teach and students learn. Six principles that describe the negative consequences of measurement-driven instruction are discussed, and the effect of these consequences on student and teacher behavior, as well as the test itself, is outlined. (IAH)

Examines the extent to which kindergarten pupil and teacher behaviors during administration of the Iowa Test of Basic Skills--Early Primary Battery may compromise the meaningfulness and usefulness of the test scores. Although extensive variability in behavior was observed, most teachers followed directions exactly and most pupils encountered no…

This article discusses two major functions of fitness tests and the standards used to evaluate test results: measurement of individual differences (evaluated by norm-referenced standards), and assessment of student mastery of a predetermined standard (evaluated by criterion-referenced standards). Two sample letters to parents regarding student…

A study with 317 college freshmen found that the utility of the Learning and Study Strategies Inventory to predict academic achievement, beyond that which could already be predicted by student background and entry-level variables, was quite limited. (MSE)

Different meanings of portfolio assessment are reviewed, and potential applications to program evaluation are explored. At present, portfolio assessments are not recommended as the primary source of evidence about the attainment of program goals in evaluations that compare curricula or programs because of the lack of validity and reliability…

Some unfinished issues relating to achievement test theory that seemed implicit in the basic idea of criterion-referenced testing are reviewed, recognizing their importance in current studies of authentic assessment and performance-based tests. The future of performance-based evaluation is explored. (SLD)

Using data from a college-level history exam, this study illustrated how assessment of women's academic achievement can be distorted by using tests as measures of student outcomes. It is recommended that use of such tests be limited to examining curricular shortcomings, not evaluating student proficiency. The test is appended. (Author/MSE)

Research conducted at the Naval Training Systems Center in Orlando, Florida, investigated the acquisition and retention of basic knowledge with subject matter presented in the forms of text, test, and game. Results are discussed in terms of the effectiveness of computer-based games for military training. (Author/AEF)

Development of a parent report measure for assessing the quality of life of children with cancer is described. The Pediatric Oncology Quality of Life Scale assesses physical function and role restriction, emotional distress, and reaction to current medical treatment. Reliability and validity assessments provide preliminary support for the…

Discusses the tension between testing and literacy education, the deleterious influences of testing on the curriculum, and the lack of a firm relationship between improved test scores and improved educational experiences for students. Presents two alternative systems for evaluation of writing skills at the local and state level. Demonstrates the…

Effects of frequent ungraded tests on graded unit tests, instructional strategy preference, and student ratings of course and instructor were studied with 82 undergraduates. Mean performance on unit tests did not differ for experimental (formative) and control groups, but formative students expressed a preference for the ungraded tests. (SLD)

Portfolios are the centerpiece of Vermont's statewide assessment program in mathematics. Portfolio scores in the first two years were not reliable enough to permit the reporting of student-level results, but increasing the number of readers or the number of portfolio pieces is not operationally feasible. (SLD)

A scale was developed for measuring the persuasive impact of qualitative and quantitative evaluation reports on decision makers. Using two exploratory (n=192 graduate and undergraduate students) and two confirmatory (n=200 administrators) samples, researchers developed a 28-item Likert-type scale that demonstrated high reliability and validity.…