Despite their shortcomings, standardized tests provide numerical, intelligible data on how a child, school, or district is performing and vital information about patterns of strengths and weaknesses among students in a classroom, school, or district. A sensible compromise in the testing debate would be helpful. (MLH)

The importance of educational accountability and assessment literacy is recognized as a long-term challenge to the educational system. The complexities in becoming an assessment literate and provide an opportunity to the educators to display their effective learning is discussed.

Describes how the Allentown, Pennsylvania, public school district uses district-wide final examinations (along with some class-specific test items designed by teachers) to assess secondary school programs, provide "feedback" to teachers, and evaluate student mastery of learning objectives. (MCG)

In fall 1997, a midwestern district initiated changes to enable all stakeholders (especially teachers) to be knowledgeable users of standardized and teacher-made test results. Two major activities were implemented: data notebooks for each school and a data-mentor program to develop school personnel's data-analysis skills. (MLH)

Across five continents, operant testing schemes are the assessment equivalent of an English jumble sale. Test types, rationales, preparation times, and scoring practices are equally diverse in Australia, Brazil, Canada, the Czech Republic, England, Germany, Israel, and Japan. Most systems are in flux or under scrutiny. (MLH)

A group of school districts in Western Oregon has developed a goal-based improvement model that provides teachers and administrators with a common information base. (Author)