A study investigated the predictive capacity of (1) the scores on Australian standardized tests, taken on leaving high school and used as medical school entrance criterion, (2) academic subjects taken in the last year of secondary school, (3) gender, and (4) public vs. private schooling. Subjects and test scores correlated with performance. (MSE)

This article discusses cultural and linguistic biases and distortions present in standardized tests and offers explanations and suggestions on modifying or eliminating them. Key cultural concepts and linguistic differences are described to assist evaluators in assessing East Asian students appropriately and fairly. Several commonly used tests are…

A study of 26 college seniors used introspective and retrospective interviewing to assess cognitive processes used during multiple-choice reading comprehension tests. Categories of processing identified included an overall approach to the test task, reading strategies, and test-taking strategies. (TJH)

Evaluates whether the "Degrees of Reading Power" reading achievement test (1) is a testing and teaching tool; (2) is a valid reading assessment; (3) should be used for third grade; and (4) correlates with other reading tests. Questions whether the test's Readability Report information really reflects test scores. (SR)

Examines the degree to which a set of neuropsychological, organismic, school achievement, and ethnic identity variables correlated with Bannatyne pattern groupings for a selected sample of 100 right-handed Black 12- and 13-year olds. Finds a possible relationship between Bannatyne pattern categories, gender, and certain types of brain functions.…

The following factors impinge on the enrollment and success of Blacks in professional and graduate schools: (1) lack of aggressive recruiting; (2) lack of preparation for standardized tests; (3) inadequate secondary school preparation; (4) lack of mentoring; (5) decreased financial aid; and (6) a decline in Black faculty. Factors that enhance…

Reviews the findings of a Maryland study concerning the effects of gender and race on mathematics achievement. Cites parental and teacher attitudes as major factors in student achievement. Discusses the differences between girls' and boys' performance on standardized tests. (CW)

The nature of admissions tests and their intended uses are reviewed. Evidence regarding the validity of tests, their contributions to admissions decisions, the effects of coaching, and possible bias in the predictive meaning of test scores for women and minorities are discussed. (Author/SLD)

Uses the home-education policy arena as a lens through which to view changing beliefs and practices about student assessment. The home-education policies of 10 states illustrate issues relating to accountability in public and private schools and the use of standardized tests. (SLD)

On the premise that the value of a test relates to its uses, this article argues that tests should correspond to teachers' methods, objectives, and materials. A distinction is drawn between classroom and standardized testing, and three criteria for testing are offered. (LR)

Discusses techniques that teachers and caregivers can use to assess the social development of young children. Indicates how anecdotal records, running records, checklists, rating scales, and standardized tests allow educators to determine the social competency of children and plan appropriate intervention strategies. (MDM)

Using the production-function approach and data from Baltimore (Maryland) public elementary schools, a study shows that school size minimally affects student performance on standardized achievement tests. Regression analysis shows the importance of students' socioeconomic status and negative effects of school input measures such as teacher/pupil…

Examines why seven third-grade teachers modified their skills-based reading and language arts program, and describes the instructional changes they made over a two-year period. Examines changes in students' reading and language arts standardized achievement test scores (increases in 4 classrooms), special education referrals (81% decrease), and…

Presents data that establish the convergent and discriminant construct validity of a new behavior-rating scale for use with the early childhood-preschool population, the Preschool and Kindergarten Behavior Scales (PKBS). The scale appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional…

"Classroom Assessment" provides a look at assessment from the bottom up in a way that acknowledges its role in the day-to-day activities of a classroom teacher. It provides insights to students in teacher education programs and faculty concerning educational measurement. Of particular interest is the discussion of standardized testing. (SLD)