The functions, goals, and characteristics of test standardization are discussed, including an explanation of how score equating as an aspect of standardization is essential to the achievement of equity in testing. Psychometric specialists and testing program directors must understand score equating to ensure equitable use of tests. (Author/AL)

Tests of mental ability provide the most precise and efficient means of assessing a person's structure of knowledge. Tests help in cultivating cognitive competence, in developing and identifying excellence. The harmful consequences of not testing are outlined. (Author/AL)

A comprehensive overview of the beginnings of attitude measurement is merged with a discussion of recent developments. A synthesis of new research on technical issues related to the reliability and validity of attitude measures and contemporary views on attitude formation and change are presented. (Author)

New as well as landmark instruments and research are described. Among the contemporary issues dealt with is a concern for the source of and methods useful in controlling bias in the construction of interest inventories. With the assessment of interests, as with all measurement, validity is the bottom line. (Author)

An intelligence model of processes and content of thought is proposed. Processes include remembering, evaluating, generating, and transforming, while content is self, forms, ideas, and persons, determining levels of complexity for learning. The TETRA model is compared with J.P. Guilford's aptitude structure of intellect. Theory implications for…

The history of test development and the current controversy over standardized testing are reviewed. The consequences of testing, particularly for minority groups, are outlined, and criticism of some viewpoints of professors Robert Ebel and Melvin Tumin is made. (Author/AL)

The emphasis placed on test scores in college admissions is discussed. The need for colleges to periodically analyze and define their admissions policy is recommended. (Author/AL)

The impact of self-regulation by testing professionals on test quality is discussed. Public attitudes toward testing, particularly with respect to college admissions, are outlined. Consequences of regulation be legislation of admissions testing are presented. (Author/AL)

Admissions testing and its consequences are looked upon as a reflection of the current debate occurring in Western capitalist democracies concerning the optimization of freedom, fairness, and wealth. In dealing with the competition and conflict of values and interests, there can be no factual but political resolution. (Author/AL)

The Educational Testing Service must take on more responsibility for preparing students to take tests and to better understand the legal and social aspects of testing. (Author/AL)

Testing professionals need to work with teaching staff and parents to help students prepare for standardized testing. Year-long preparation involving teachers and parents is a better alternative than teaching test wiseness strategies at the last minute before a standardized test. (Author/PN)

Teachers have become aware that they are expected to make judgments and be judged on the basis of test results. In a shared responsibility among teachers, training institutions, testing companies, and school boards, fair use of tests requires that teachers get information on types of tests and test use. (Author/CM)

The involvement of the courts in testing matters, particularly with regard to college and professional school admissions, is analyzed. Testing professionals are encouraged to inform and enlighten society about testing issues. (Author/AL)

This case study of the Austin Independent School District describes how the philosophy and staffing of a testing program can work together to produce effective results with highly efficient use of student time and minimal clerical burden on teaching staff. (Author)

Many factors can influence teachers' attitudes toward tests and some of those factors have nothing to do with the test's contents or subject matter. When the purposes and uses of tests results are not explained, teacher attitudes will be affected negatively. Testing on subject matter should be used in teacher certification and evaluation.…