An effect size of about 0.70 (or 0.40-0.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K-12 were reviewed. Many of the studies had severely flawed research designs yielding…

The use of national achievement tests in schools can result in varying degrees of curricular match/mismatch with respect to local curricula. This article explores the types of mismatch which can occur, discusses the inferences made from test scores and their importance, and addresses some implications for the educational community. (EGS)

Precedents from litigation on state graduation assessments provide insight into the potential legal arguments challengers may raise with regard to mandated content and performance standards for all students. Clearly documented, fairly administered procedures that adhere to professional recommendations will be the hallmark of defensible standards.…

The first of a series of quizzes on types of derived scores concerns interpreting grade-equivalent (GE) scores. The true-false items require a response about whether the stated interpretation of the GE score is sound. An answer key explains specific scoring methods. (CM)

Misreadings of pencil answer marks on test answer sheets by optical scanners cause scoring errors. Twenty-six different pencils were tested for readability differences when optically scanned. Complete light and dark marks scanned perfectly for 18 pencils. Totals for all six mark types ranged from 947 to 1726 out of 1800. (BS)

A strength of this exploration of testing and test use in the United States is the concern for how tests affect student conceptions of learning and student relation to knowledge. A weakness is a persistent confounding of classroom and large-scale assessment for state and national purposes. (SLD)

Discusses current high-stakes standardized testing policy in response to G. Cizek through analogy with the policies of Chairman Mao in China and the decision to build the Maginot Line in France after World War I. Lessons from these events show that high-stakes policies skew outcomes and present high risk. (SLD)

Although G. Cizek's article balances positive consequences for high-stakes testing against anti-testing criticisms, there is no evidence that high-stakes testing per se has substantial positive consequences. There is, however, optimism that aligned educational systems with testing as a component may lead to higher levels of student achievement.…

Responds to critiques of an earlier article on the unintended consequences of high-stakes testing. Reiterates the need to look for positive as well as negative consequences of high stakes testing and calls for balance between the role of large-scale assessment in identifying achievement deficits and the responsibility educational systems have to…

Discusses appropriate ways to prepare students for performance assessments and proposes a list of six guidelines for teaching to performance assessments. The focus is on elementary and secondary education. It is believed that these guidelines will help balance the domain and sample problem. (SLD)

Reviews the status of classroom assessment, focusing on the review of four key research summaries that describe the dismal state of classroom assessment in the past century. Cites four important developments as reasons for optimism about the future of classroom assessment and details a five-part action plan for achieving the untapped potential of…

The assistance of professionals in measurement is called for to help schools deal with controversial issues in standardized testing by increasing public understanding of test uses and limitations. Schools' representation on the National Council on Measurement in Education (NCME) and the dissemination of NCME-published information to schools is…

Two achievement testing programs in New York City that have had and are having some consequences are described, and how the school system tries to determine and deal with these consequences is explored. Cooperation and open dialog between test publishers and the school district are making it possible to deal with the real-life problems of test…

Sources of current misuse of standardized tests in assessing the quality of home-based educational programs are identified. Development of new instruments and cooperation of concerned groups are suggested as a means of increasing educational alternatives, excellence, and accountability. (Author/TJH)

The constructive use of microcomputers in the development of tests requires thoughtful attention to the questions addressed in this paper: What is the purpose for testing? How can a microcomputer help? Which microcomputer system is best? What pitfalls should be avoided? (BW)