Discusses the usefulness of criterion-referenced tests and norm-referenced tests in gathering data appropriate for decision-making in relation to the basic characteristics of the two types of test, the purposes for which the test information is used, and the kind of information needed for decision-making. (BR)

Suggestions for change include development of new kinds of tests, higher standards for both tests and test users, and collaboration by test authors, publishers, and counselors within AMEG in an effort to prevent a complete dissolution of the marriage between tests and the counseling process. (Author)

Testing is a means of obtaining information about people and their status. Too often tests and testing govern us as educators rather than being governed by us. Reviews the problem and offers some suggestions. (Editor)

The decision of whether to use essay tests or multiple choice tests depends on several qualifiers related to the different characteristics of the tests and the needs of the situation. The most important qualifier involves matching the type of test to the instructional objectives being tested, with multiple choice tests being used to measure a…

Attempts to clarify the position concerning the giving of options in choosing questions on examination papers, and provokes thinking on the curricular and measurement problems associated with it. (Author/PG)

Career guidance testing should clarify options for career exploration, claim the authors. They suggest three criteria for tests used in career counseling, note recent applications of the criteria in commercially available tests, and advocate use of the "Counselor's Guide to Vocational Guidance Instruments" by guidance personnel seeking suitable…

Assessment use is a cornerstone of successful counseling. Information from assessments is used for making several important therapeutic decisions, requiring the counselor to have information about assessment devices and approaches. Tests are being published at a remarkable rate; it is a challenge for counselors to stay well informed. Products and…

This document is the second volume in a set of five Career Education Measurement Handbooks intended to help local education personnel in measurement and evaluation. This handbook is designed to provide descriptions of an assortment of measurement instruments currently being used to assess career education objectives. A brief introduction describes…

THE PURPOSE OF THE PROJECT REPORT IS FOURFOLD--(1) TO PROVE THE NEED FOR SCHOLASTIC APTITUDE TESTS, (2) TO SHOW THE NEED FOR A COMMON TEST FOR A LARGE GEOGRAPHICAL AREA, (3) TO SHOW THAT SCHOLASTIC APTITUDE TESTS ARE PREFERABLE TO TESTS OF INTELLIGENCE, AND (4) TO DISCUSS THE EXPECTED OUTCOMES WITH THE ADMINISTRATION OF SUCH TESTS. THE REPORT IS…

The implementation of a district-wide testing program requires careful consideration of credibility issues. These issues have been frequently overlooked or treated casually by test developers and users alike. It is well enough to study the reliability and validity issues involved when selecting instrumentation. It is also necessary to identify…

To help teachers who must produce test items to measure instructional objectives, 54 teacher education candidates participated in an experiment where easily understood constraints on item production were manipulated. Four forms of a test item writing exercise sheet were randomly distributed, each asking for the production of eight sample test…

Considers the good and bad points of the three composition tests in the CLEP program. Finds that the Freshman English Subject Examination is a better over-all test than the General Examination in English Composition or the English Composition Examination. (RL)

Use of the Rasch model for vertical equating of tests is discussed. Although use of the model is promising, empirical results raise questions about the adequacy of the Rasch model. Latent trait models with more parameters may be necessary. (JKS)

Explores the three broad thrusts of literature curricula, noting that no test can cover all three. Discusses how the content and objectives of the literature curriculum can be specified and how test questions can be developed for the evaluation of literature comprehension. (HTH)