Classroom measurement devices, when tailored to fit a teacher's particular instructional objectives, are essential for optimal teaching and learning. Teachers use test data to assess students' progress but often fail to analyze tests for validity. This article shows how locally and correctly developed assessment tools may serve a variety of…

The Presidential Address at the 1986 National Council on Measurement in Education Annual Meeting argues that measurement specialists have tended to set unrealistic aspirations for the role tests play. The conjunctive decision making model is discussed and the use of data in the conjunctive and compensatory decision making models is examined. (JAZ)

The President of the National Council on Measurement in Education replies to his critics. He argues that the concept of measurement error should not be used to make cut-scores more valid and that grade point averages have not been demonstrated to be valid indicators of teachers' subject matter competence. (LMO)

This paper discusses the relationship of the content of nationally standardized and normed achievement tests and that of local school curricula and the effect that relationship has on the meanings and uses of the test scores. The following questions are considered: (1) whether tests have to match what is taught to be useful; (2) whether it is fair…

Problems with performance assessment (PA) and multiple-choice tests (MCTs) are outlined, with reference to the literature on accountability. PA for individual teachers who should integrate their assessments with their instruction; PA as a supplement to more traditional examinations for licensure decisions; and some limited, experimental tryouts of…

The test security policies and practices of state departments of education were investigated in a survey responded to by 46 states for 1989-90. The most detailed test security procedures have been implemented when test stakes are highest. Complex procedures are only considered cost effective in large-scale programs. (SLD)