Majority of testing programs is designed to demonstrate the superiority of performance of one student over another rather than evaluate the degree to which an individual has mastered specific skills. The necessity of changing this orientation is discussed. (RW)

This manual provides a suggested outline for a series of three workshops evolving from the Pennsylvania Educational Quality Assessment's "School Report: A Status Profile" and "Manual for Interpreting School Reports" (both based on the Ten Goals of Quality Education). In addition to the workshops, the following are discussed: (a) Act 299--the…

Issues in designing valid tests for the National Assessment of Educational Progress (NAEP) are discussed. Test scores are often provided without any information on the nature of the tasks represented. Because test domains are defined by individual item writers, the generalizability between tests and items is suspect. While typical content…

It has been recommended that the National Assessment of Educational Progress (NAEP) specify comprehensive exercise domains to measure academic achievement, and provide a national item pool to measure the objectives in these domains. These domain specifications and item pools would serve to satisfy the increasing demand for valid, accurate, and…

The focus of educational measurement in higher education in the 1980's is discussed: (1) better evaluation of student achievement; (2) improved communication of measurement results to various audiences; (3) evaluation of undergraduate educational programs; and (4) systematic assessment of the educational needs of college-bound students. In…