The impact of different elementary school curricula (grades three and six) on standardized achievement test scores at item and objective levels, and differences across curricula in generation of item factor loadings were studied. Specific and generally small differences in textbooks within a district were not significant. (TJH)

Type A and B students (N=159) received contingent or non-contingent feedback on an aptitude test, attended a lecture from an expressive or unexpressive instructor, and received an achievement test and attributional questionnaire. Non-contingent feedback lowered perceived control for both types. Self-perceptions of Type A students were unaffected…

Fitting item response models to data from 2 Advanced Placement exams (18,462 and 82,842 students) demonstrates that constructed response items add little to information provided by multiple choice and that scoring on the basis of student item selection gives almost as much information as scoring on the basis of answers. (SLD)

Debunks two myths: the United States spends more on its schools than other nations; and money makes no difference in student achievement. The United States provides more school services than other countries do. Research shows a strong expenditure/academic-achievement correlation. Test scores rise when districts use money to reduce class size and…

Parental attitudes about standardized tests and performance assessments were studied through interviews with 60 parents or parent dyads in schools involved in a project to develop new assessments and through questionnaires completed by parents from control schools. Parent approval of standardized tests did not imply disapproval of performance…

Misconceptions about educational testing and school assessment are ingrained in U.S. society and in the knowledge structure of educational professionals. Tests and assessments are highly ethnocentric, ignoring knowledge valued by many cultures. The article examines misconceptions and makes recommendations for an informed discourse on using testing…

Discusses (1) Japan's use of a combination of the National Uniform Test and locally administered exams as the sole criteria for university admission and (2) China's use of a National Entrance Examination, experimental examinations administered in Shanghai and Guangzhou, and a Qualifying Test for students over age 25 as university admissions…

Scoring guidelines are given for four forms of the practical skills tests of the Second International Association for the Evaluation of Educational Improvement Science Study conducted in the following countries in the 1980s: (1) Hungary; (2) Japan; (3) Korea; (4) Singapore; (5) Israel; and (6) the United States. (SLD)

In a discussion of the limitations of reading tests to assess literacy, Street's "autonomous model of literacy" is critiqued and an alternative approach, described as a pragmatic model, is proposed. The alternative approach reflects the social dimension of literacy activities and views reading and writing as inseparable. (32 references) (Author/LB)

Longitudinal analyses of individual growth curves and the aggregation of individual curves to describe institutional growth were studied using achievement scores from students moving from grade one to grade eight and their ability scores for one year. Complete data for 529 individuals (reading) and 527 individuals (mathematics) were used. (SLD)

Describes Columbus State Community College's assessment process and its reflection of the 10 characteristics identified by the North Central Association of Colleges and Schools for student assessment programs. Provides information about program development and suggests implementation strategies for other colleges. (DMM)

Reports on Western Michigan University's efforts to assess programs at the undergraduate level. Describes the steps involved in deciding which student achievement areas to assess, which instruments to use, and who to test. Discusses effects on students and confidentiality issues. Reviews problems in implementing assessment. (DMM)

The scales of the National Assessment of Educational Progress (NAEP), as constructed, do not yield meaningful criterion-referenced interpretations. Poorly defined NAEP goals and the present knowledge base do not allow the measurement of what examinees can and cannot do. Inappropriate interpretations of NAEP data are discussed, with specific…

A mathematics achievement test was taken by 132 U.S. and 110 Japanese fifth graders. Scores were higher for the Japanese, and relatively better for computation than problem solving. The reverse was true for the U.S. students. Results are discussed in terms of amount and kind of exposure to mathematics. (SLD)

Among 238 Canadian high school seniors who took a science achievement test, 15 were interviewed afterward. Girls scored lower than boys and more frequently cited school experiences (rather than informal experiences or common knowledge) as the basis for answers. Some items elicited spontaneous negative reactions from girls but not boys. Contains 55…