Considers how in these times of increased focus on standards and accountability, it is important to understand the views of the various participants. Begins with a brief history of the testing movement in Texas. Reports findings from a study on the negative effects of high stakes testing. Concludes with suggestions to minimize these effects on…

This article presents the author's comments on ""Lake Woebegone," Twenty Years Later" by J. J. Cannell, MD. J. J. Cannell's article on the so-called "Lake Woebegone" effect for K-12 educational testing systems is mostly an historical account of technical issues and policy considerations that led in part to development…

The author examines previous efforts to establish certifying examinations for high school students and their effects on curriculum and students, particularly minorities. Also, to introduce readers to the rest of this theme issue on testing, he briefly discusses test validity, cutoff scores, and effects on teachers. (SJL)

Cut-off scores from two approaches for setting standards are examined. Standards determined from judgments about groups and from inspection of test content are compared. Results indicate that there was neither consistency nor pattern to cut-off scores set from the two procedures. (Author/RD)

Argues that rigorous assessment in the classroom is the only way to reduce outside interference in the assessment process. Sees instructors as poorly prepared to assume assessment roles, recommending an increased reliance on common examinations written by subject discipline experts. (DMM)

This paper considers three areas related to the testing of minimum knowledge and skills: public policy, the nature of higher-order thinking and selected aspects of educational measurement. The discussion of public policy issues centers around an apparent dichotomy of egalitarianism and elitism in public education, schooling and the public economy,…

New developments in testing in the United Kingdom (UK) since 1965 are described. Standardized testing at the local level declined dramatically with the widespread introduction of comprehensive secondary education. However, in the late 1970's widespread local testing programs were re-introduced for the purposes of monitoring student progress,…

Survey results have suggested that, while teachers like to have test information available, most do not have great skill or consistency in interpreting test score data. Teachers who consider a certain type of test very valuable or useful are less likely to question the accuracy of the scores than are teachers who consider a test to be of little…

This comprehensive evaluation of basic skills testing in California's elementary and secondary schools is divided into an executive summary and a collection of research reports. The summary evaluates current testing conducted by the state, school districts, and classroom teachers; describes experimental studies on new ways of testing and reporting…

As a result of the increasing insistence that schools should concentrate on teaching basic skills, states and school districts have moved to establish minimum competencies for high school graduation, to be assessed by tests that demonstrate that students have achieved a certain level of mastery of basic skills. The Austin, Texas, Independent…

In the rush to implement world-class standards supported by systems of accountability in public schools, education leaders have compromised the educational future of Hispanic students by making high-stakes decisions based on inaccurate and inadequate testing information. State policies often require that Hispanic students be assessed in English…

Nine papers were presented at the 1986 Educational Testing Service Invitational Conference on outcomes assessment in higher education. The Award for Distinguished Service to Measurement was awarded to Frederic Kuder for development of the Kuder-Richardson 20 and KR-21 formulas for test reliability, the Kuder Preference Record, and the Kuder…

In response to new provisions in the Individuals with Disabilities Education Act (IDEA), this issue describes the promising special education research that is helping all students participate successfully in large-scale testing programs. The first article, "State-Wide Assessment Programs," discusses the new provisions in IDEA that…

This report reviews existing research on the effects of high stakes tests on students, particularly students with disabilities. The review focuses on potential effects on the curriculum, student learning, attitudes and school climate, and the costs versus benefits of high stakes testing of students with disabilities. Results indicate that research…

In order to investigate the types of testing accommodations allowed for students with Limited English Proficiency (LEP) on exams used to determine whether a student earns a diploma, a study examined 18 states' written accommodations guidelines and testing policies. Each of the 18 states studied used a different test for its graduation…