Positive and negative features of the Kaufman Assessment Battery for Children are examined from an information processing perspective. The author suggests that the test should not be used in place of the Stanford-Binet or the Wechsler Intelligence Scale-Revised. (CL)

Four areas of the Kaufman Assessment Battery for Children are critically examined from an information processing perspective: theory, tests, scales and scores, and interpretation and educational applications. It is concluded that the promise of a marked improvement in intellectual assessment went unfulfilled. (Author/CL)

Nine questions that link performance on the Kaufman Assessment Battery for Children to classroom teaching and pupil learning were posed. Results revealed the absence of empirical validation for linking K-ABC scores and altered teaching methods to known and desirable outcomes. (Author/CL)

The article reviews the controversy over the information processing model as an approach to diagnosing and remediating learning disabled students. The Slingerland Screening Tests are suggested as an alternative tool for examining information processing skills. Advantages of the test include direct application to classroom tasks. (Author/CL)

The history of the relation between achievement tests and curriculum programs is reviewed, and it is concluded that content specialists are best qualified as sources of curricular goals to specify content, kinds of attainment, and standards. The specification of instructional intents is also considered from the perspective of modern cognition…

Standardized tests which measure a narrow span of intelligence unfairly penalize students whose strengths don't fall within that range. Three kinds of intelligence (analytical, creative, practical) are discussed. Sternberg's Triarchic Abilities Test, currently being test-piloted, assesses all three aspects of intelligence in contrast to current…

The history of the concept of intelligence is reviewed, and the construction and uses of psychological tests are explored. Skills consist of a large number of abilities. It is argued that the psychological entity, intelligence, is determined by particular contexts, contexts often induced by social demands. (SLD)

Reviews relationship of IQ scores to race and gender. Explores the logic that supports the use of intelligence testing to discriminate and to exclude. Argues that default assumptions allow researchers to remain unaware of the subtle adverse impact of their research. Includes recommendations to encourage a broader understanding of intelligence.…

Presents an interview with an intelligence expert and author who proposes that the scope of intelligence testing be broadened according to his new taxonomy of intelligence, and that schools use intelligence tests to diagnose individual students' strengths and weaknesses. (MCG)

The purpose of the conference, "Wagging the Dog, Carting the Horse: Testing vs. Improving California Schools," was to discuss alternative perspectives on testing and evaluation in education and their role in improving teaching and learning. Four papers were presented: (1) "Using Educational Evaluation for the Improvement of California Schools," by…

The papers in this monograph address an issue of importance to educational policy and practice: the use of testing and evaluation to assess the quality of education and to facilitate school improvement. The authors consider the traditional role that testing has played in accountability and the role that assessment and evaluation can and should…

The scientific concept of intelligence has been heavily influenced by the technology of measurement. The variables which can be measured have been made the operational definition of intelligence. This approach differs from a deductive approach, in which a theory of cognition in general is used to derive the sorts of measurements that must be taken…