Ten colleges and universities and the Educational Testing Service participated in a project that involved testing the Foreign Service Institute's French and Spanish oral proficiency test for possible academic applicability. (AM)

Testing models of three instructional programs (Individualized Prescribed Instruction, Program for Learning in Accordance with Needs, and Mastery Learning) are described and compared. Several important lines of research that could contribute significantly to the quality of testing and decision-making within the context of these and other…

The educational effects of frequent classroom testing have been studied and discussed since the early part of this century. Many possible reasons for its presumed benefits have been offered, such as increased practice, review, improved course organization, and frequent opportunities for feedback. However, reviewers of evaluations of frequent…

Currently available measures of functional literacy for adults are reviewed and evaluated. This report concentrates on tests that are referenced to literary skills important to an adequately functioning adult, such as life skills, coping skills, etc. Because functional literacy has frequently been defined in terms of a grade level equivalent or…

The pros and cons of using behavioral objectives, the merits of norm-referenced versus objective-referenced tests, and the virtues of sampling versus census testing are familiar topics in evaluation literature. Far less common is practical information on how to implement objective-referenced testing, particularly the large-scale testing required…

This booklet is designed to provide guidelines for testing in reading and suggestions for using the test results in ways which will most benefit the student. Ten canons are presented which are intended to serve as guidelines for program-related assessment within a framework of instructional decision making. They are concerned primarily with the…

Presents approaches to test development analysis, reliability, and validity based on criterion-referenced measurement principles and compares them with norm-referenced approaches in terms of the types of decisions that result from either approach. This is done by using data from an English-as-a-second-language achievement testing project at the…

Describes the development of a domain-referenced system intended to both describe and classify current writing assignments and to create composition assignments. (HOD)

Concludes that the Brigance Screen is a well-organized criterion-referenced test designed to assist in the early identification of individuals who need further testing. (FL)

The reliabilities of two types of measurement plans were compared across six hypothetical distributions of true scores or abilities. The measurement plans were: (1) fixed-length, where the number of trials for all examinees is set in advance; and (2) trials-to-criterion, where examinees must keep trying until they complete a given number of trials…

The author suggests that a computer program be designed which not only computes item statistics, but also provides a running commetary in English to assist teachers in their analysis of test results. (PR)

Discussion of testing methods that adequately measure the ability to perform manipulative tasks focuses on criterion-referenced performance tests (CRPT) to evaluate trainees. Topics discussed include predictive validity; physical fidelity; test construction; testing constraints; performance conditions; criteria for attainment standards; scoring…

Ways to use classroom tests as an aid to students of foreign languages are discussed, with particular reference to retesting. (RM)

During the 1976-77 academic year the Alexandria City Schools conducted a project to upgrade social skills of its students. Experimental and control groups were established at grades 7-8, grades 9-10, and grades 11-12. Although pretests were administered to both groups, only the experimental group received the results of their tests. Instructions…

Four cities in Virginia conducted projects to upgrade social studies skills of their students. This evaluation guide explains the project in Fairfax County Schools during the 1976-1977 academic year. Experimental and control groups were established at grades 7-8, grades 9-10, and grades 11-12. Although pretests were administered to both groups,…