The linguistic bases for bilingual education (i.e, the nature of language, the structures of the native and target languages in a bilingual education program, and the way the two language systems interact) need to be examined and understood as a sound basis for administrative and pedagogical decisions and procedures in the programs. Linguistics is…

The need for improved accountability has led to more competency-based testing. This provides test makers with the opportunity to have greater impact on the curriculum. Several strategies are suggested for measurement-based instructional improvement. (Author/PN)

Discusses several recommendations for the mathematics curriculum, focusing on problem solving, understanding, several content topics, and topic integration and placement. Groups that influence the curriculum, and ways they can do so, are also discussed. (RH)

Argues that the Scholastic Aptitude Test is unnecessary. Advocates the coordinated development of achievement tests and high school curricula based on the College Board's Advanced Placement Program and Project Equality. (FMW)

The National Assessment of Educational Progress (NAEP) was initiated in the mid-1960's to collect student achievement information over time and describe the data in ways meaningful to the nation's educational and civic leaders. This work presents the Florida perspective on how NAEP can be improved to aid educational decision-makers in the…

A "high-stakes" test can directly and powerfully influence how teachers teach and students learn. Six principles that describe the negative consequences of measurement-driven instruction are discussed, and the effect of these consequences on student and teacher behavior, as well as the test itself, is outlined. (IAH)

Argues that, no matter how good and well-intentioned new curriculum and assessment reforms are, they will fail unless there are real-world consequences that motivate students to work hard in school. Educational systems fail because what students want, i.e., college admissions, jobs, and job training, are disconnected from school work. (GLR)

Briefly reviews presentations from the Invitational Conference on Curriculum (Washington, DC, June 10, 1993), on "Hidden Consequences of a National Curriculum." None of the five presenters saw a national curriculum as the solution to the nation's educational problems. Also addressed is the need for programs acknowledging perspectives of…

The Board of Regents of South Dakota's public colleges and universities decided in 1984 to implement a Value-Added Testing program (an exit test required for graduation) modelled on the Northeast Missouri State University plan. The plan was intended to increase student learning, improve curricular design, and encourage excellent teaching.…

This monograph contains seven articles which focus primarily on formative evaluation for the purpose of furthering the learning of pupils. The articles include: an overview of formative evaluation by Peggy Chnupa; a description of the use of measurement and evaluation as an early screening for entering school children, by Sherrel Marginet and…

Despite the many limitations of standardized tests, schools use them to determine if children are ready for school, to group students for instruction, to diagnose learning disabilities and other handicaps, and to guide and control the curriculum and teaching methods. No test is good enough to serve as the sole or primary basis for important…

Reflections on the proposal for creation and implementation of a national test are presented from the perspective of a test author. The most readily identified characteristic of the proposed national test is the intensity of debate surrounding it. Another easily identified characteristic is the anticipated effect. While proponents expect higher…