Interviews with administrators in western Pennsylvania concerning standardized testing revealed that central office administrators do not perceive themselves to be primary users of test information. They prefer to consider personal or teacher observation, parental and community feedback, and the achievements of students and graduates as…

Argues that general semantics research into prejudice has made only minor contributions to an understanding of prejudice because of weak experimental designs. Suggests improvements in research methodology and urges that knowledge of the semantic world of minority groups be sought as a prerequisite to eliminating cultural bias in standardized…

An investigation of Medical College Admission Test (MCAT) retest scores indicates that limited retest improvement may result when initial scores are fairly low or below what might be predicted based on grade point averages. However, when initial scores approach the national, standardized MCAT mean, or are above what might be predicted, significant…

The extent to which the Pharmacy College Admissions Test and other admissions criteria predict (1) academic performance during later years at Virginia Commonwealth University School of Pharmacy, and (2) scores on the National Association of Boards of Pharmacy Licensing Examination (NABPLEX), and a board of pharmacy law examination are assessed.…

The development of a model for more effective usage of group administered standardized tests is developed. A method is illustrated which uses item groupings from subtests allowing a more effective use of the data for program and curricular decisions. (Author)

Comments on the apparent disparity between mathematics achievement as measured by the National Assessment of Educational Progress and various international studies, focusing on the comparability among studies, the magnitude of change in average test scores, and the role of family-related factors in achievement trends in other countries. (SM)

Investigated the value of an instrument measuring noncognitive variables and scores on the Scholastic Assessment Tests as predictors of academic achievement of women college students. Found both noncognitive (especially demonstrated community service) and academic variables (mathematical and verbal skills) were significantly related to women's…

Common criticisms of the Scholastic Assessment Test (SAT) are outlined, and its predictive ability is discussed. Persistence in its widespread use for college entrance is also examined briefly. Arguments for achievement tests as an alternative are explored. It is concluded that alternatives are likely to be equally controversial, and that…

Discusses teachers' views on state-mandated testing. Data from a literature review and teacher surveys indicate that high stakes, state-mandated testing can lead to instruction that contradicts teachers' views of sound educational practice. Teachers feel that pressure to raise test scores encourages them to emphasize instructional and assessment…

Examines children's and adults' knowledge of the ozone layer and its depletion, whether this knowledge increases with age, and how the ozone layer and ozone hole might be structured as scientific concepts. Uses a standardized set of questions to interview children and adults in Canada. Discusses implications of the results for health…

Examines progress in student achievement in the Baltimore City Public School System from 1993 forward, describing both actual change over time and projected patterns of change based on current performance trends in direct instruction, achievement first, and reconstitution-eligible schools. BCPSS has made broad-based progress toward achievement…

To improve students' standardized test performance, schools must organize their priorities to reinforce the message that student learning comes first--everything else is secondary. (Author/MLF)

A series of standardized tasks was developed using the same constructs as operationalized in a state's large-scale assessment program. Student performance (n=437) was then analyzed. In reading and math, teachers (n=131) were successfully trained to administer the tasks and judge performance, providing a system with instructional and evaluative…

A follow-up study examined 12 children who demonstrated stress in the period leading up to or during administration of standard assessment tasks (SATs). Findings indicate that for some children who tend to be sensitive or anxious, the SATs may push them beyond a level of stress that is manageable or acceptable. (Contains 1 reference.) (CR)

Describes how case studies of three elementary teachers provide documentation of the extent to which the Washington State educational reform movement has altered classroom literacy practices over time. Reveals the narrowing of curriculum to "teach the test" and replacing professional development opportunities with work designed to boost…