Reviews two tests which highlight important trends in the assessment of learning disabilities, and presents potentially valuable, practical developments in assessment. Identifies the recurring problem of the lack of a theory, construct, or clear definition to guide the assessment of learning disabilities. (MG)

Suggests that, to better gauge children's learning progress, teachers and schools should put less emphasis on standardized tests and more emphasis on continuous classroom assessment of students. (MDM)

This study examined the scores obtained by 21 elementary-level gifted students on 4 different intellectual measures--Stanford-Binet (LM), Stanford-Binet (Fourth Edition), Otis-Lennon School Abilities Test, and the Cognitive Abilities Test. Results showed that the population of gifted students identified will vary greatly depending upon which test…

Points out that children's growth in response to literature is not assessed by existing standardized tests or by progress from one textbook to another. Suggests guidelines for teacher observation of children's responses and provides a checklist for assessing oral and written reactions. (FL)

Examines the arguments against the indiscriminate use of readability formulas. (FL)

In discussing the problems of evaluating Canadian bilingual immersion programs, six related aspects are separately considered: (1) the research design, (2) the students tested, (3) the nature of the tests used, (4) the methods of analysis employed, and (5) the interpretation of findings. (Author/SJL)

In this study, fourth-grade special education students (n=78) and general education students (n=403) took a large-scale statewide test using standard test administration procedure and two major accommodations addressing response conditions and test administration. On both reading and math tests, students bubbled in answers on a separate sheet (the…

Reports on a study in which passages from children's literature were prepared using cloze and presented to college and elementary school students. Reveals that neither group of students did well on the task. Questions the desirability of using cloze for matching readers to creative writing. (FL)

This survey of 34 primary schools and 5 local education authorities in Great Britain examined reactions to the pilot test of Key Stage 1 standard assessment tasks (SATs), as they related to special needs students. Teachers' criticisms focused on the overwhelming workload, questionable SAT reliability, and resulting decline in the quality of…

This paper describes pilot testing of Great Britain's standard assessment tasks (SATs), focusing on children with special educational needs. Two SATs were produced (Change and Movement) to assess three core subjects (English, mathematics, and science.) The need for SAT adaptations to allow children with disabilities equal access is stressed. (JDD)

This article examines special problems in assessing young blind children resulting from their great heterogeneity. Case studies are offered to illustrate the irresponsibility of applying standardized tests developed for sighted populations to blind children who have very different experiential backgrounds. Positive principles for assessment of the…

Maintains that decisions regarding evaluation should be made in relationship to learning principles based on a developmental perspective. Using these principles as a basis, teachers are better able to select appropriate formal and informal evaluation procedures. Each procedure is defined and its limitations are discussed in terms of effectiveness.…

Prepared as part of a series applying recent research in oral and written communication to classroom practice, this booklet reviews a number of concepts and issues important to communication assessment. The first section of the booklet discusses several issues related to assessing communication at both district and classroom levels. Issues…

Evaluated 11 of the most popular tests used by school psychologists in Illinois as to their technical adequacy along three dimensions: norms, reliability, and validity. Results suggested that the most popular tests used by school psychologists are not typically technically adequate devices. (Author)