Examines the problems of using standardized tests to measure the development of early literacy. Notes that assessment is used to design instruction, and should reflect the skills and knowledge that are developing in young children. Provides examples of informal assessment contexts, such as interactive dialogues, observation, and performance…

The increased use of test scores as a measure of school quality is discussed. Legitimate and illegitimate practices of test preparation are considered. Some commercial test preparation programs are reviewed, with some conclusions about their effectiveness and desirability. (SLD)

Surveys the legal challenges to teacher certification based on objective competency tests; analyzes the theories of the challenges; and discusses implementation of these tests with particular reference to the declining number of eligible minority candidates. Describes "custom designed" certification programs used by a few states. (MLF)

It is argued that, despite a tendency toward standardization of student evaluation, it is possible to use college admission requirements to support academic rigor without creating barriers to admission. There is evidence to support use of special recruitment and admissions programs and alternative testing methods. The College Board's role is…

The National Council of Teachers of Mathematics'"Curriculum and Evaluation Standards for School Mathematics" (1989) and "Professional Standards for School Mathematics" (1991) need principals' help to be implemented. Secondary principals should become familiar with standards, provide teachers with long-term professional…

Whether adequate levels of interrater reliability could be obtained on a national, standardized examination using one examiner per observation was studied with 101 paired candidate observations on an examination for optometry. Results indicate that psychometrically sound judgments can be obtained with one examiner. (SLD)

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…

Examined the relationship between mental rotation ability and gender differences in Scholastic Aptitude Test-Math (SAT-M) performance among 760 talented preadolescents, college students, and high- and low-ability college-bound youths. Males outperformed females in both mental rotation and SAT-M for all three high-ability groups but not for the…

This article describes the development and validation of the Developmental Behavior Checklist for children with emotional and behavior problems along with mental retardation. The article discusses generating and refining the checklist items, results of a principal components analysis, establishing reliability and construct and criterion validity,…

The adequacy of linking statewide standardized test results to the National Assessment of Educational Progress by using equipercentile equating procedures was investigated using statewide mathematics data from four states. Results suggest that the linkings are not sufficiently trustworthy to make comparisons based on the tails of the distribution.…

The use of standardized tests to evaluate young children has been widely criticized. Alternative methods for assessing the emerging literacy development of young children through functional meaningful activities is needed. Assessment must accommodate the developmental needs of each child. Guidelines for the appropriate use of standardized tests…

To help evaluators find the right measurement instrument, this annotated bibliography lists 46 compendia listing, reviewing, or presenting instruments devoted to (1) psychological/behavioral assessment; (2) mental health; (3) physical health; (4) sociological scales; (5) attitudinal scales; (6) observational measures; (7) standardized tests; and…

Current plans to use National Assessment of Educational Progress (NAEP) results to compare and rank states may lead to a perception of NAEP as a national achievement test representing a national curriculum. NAEP procedures should be reformulated to enhance curriculum coherence, instruction, and participation by local and state educators. (TJH)

Contends that U.S. schools are putting too much time, money, and effort into testing rather than teaching and learning. Predicts that educational assessment will become more performance-based, more closely linked to instruction, and increasingly tied to technology. Offers nine criteria for an effective nationwide assessment system and briefly…

This commentary examines the political rhetoric evident in the education reform movement. Specifically, the paper questions what becomes of children with disabilities when schools feel pressure to improve standardized test scores and questions why educators are not included in the task forces of the National Governors' Association initiative on…