Recommends a comprehensive national, regional/state, and local student-assessment plan based on a 60/30/10 division. About 60% would be directed toward a common set of national goals and objectives, 30% toward regional-state goals, and 10% toward local goals. This plan would combine normative objective-based testing with performance-based testing…

Discusses the results of the Third International Mathematics and Science Study (TIMSS). Compares the results and the nature of the study with those of the Second International Mathematics and Science Study (SIMSS). Provides some recommendations for improving mathematics education. (ASK)

Significant limitations in research on learning disability (LD) have included failure to incorporate well-validated guiding theories, use of vague or nonspecific operational definitions, and lack of a systematic framework and common terminology for LD identification. Difficulties in communication among researchers continue to limit theoretical…

Explains to teachers how to give norm tests without having a statistical background or access to a computer. (RB)

The article describes two evaluation methods, with some suggestions about which method is most appropriate for which nursing course. (Author)

A comparison is made between Elementary Secondary Education Act Title I normal curve equivalent (NCE) gains derived from the norm-referenced test (NRT) Model A1 and Title I NCE gains derived from the criterion-referenced test (CRT) Model A2. In addition, four equating methods (normalized, curvilinear, linear, and abbreviated equipercentile) for…

Distinction between norm referenced and criterion referenced tests are explored in relationship to underlying philosophy and intent. In considering the use of a criterion referenced test for instructional purposes, consideration is given to: specification of objectives, item content and selection, reliability, and needs assessment. (Author)

A battery of objective examinations administered to Grade 12 students in Toronto and Ontario consisted of tests designated as Scholastic Aptitude Test (Verbal and Mathematics Sections), World History, Economics, Algebra, and Latin. Norms were prepared on the tests for each of three groups of students: General, Technical, and Commercial. The tests…

Principles are established for reaching valid decisions as to whether evaluative judgments should be norm referenced or criterion referenced. A set of decision rules is presented, in flow chart form, to serve as a guide to the decision-making process. The use of these decision rules is illustrated for a variety of practical situations. The…

Discusses the need for standardized tests in literature, compares norm-referenced and criterion-referenced tests, and lists crucial background documents on the subject. (DD)

Attempts to define the relationship between learning and perception and to demonstrate the importance of cognitive readiness for learning. Describes an assessment procedure termed concept referenced testing which relates the above factors. (RK)

A national census of educational quality is advocated to keep a constant check on the overall quality of American education. Why the National Assessment of Educational Progress (NAEP) cannot fill the role is explained, and specific recommendations of what should be included in the census are enumerated. (MT)

Examines trends in standardized test scores since the 1960's. Reviews several factors that must be considered when assessing the significance of these trends, including changes in test-taking populations. Challenges common assertions concerning the extent and nature of test score declines and of educational quality prior to the decline. (PGD)