Instructional programs organized according to modern educational technology are discussed within the purposes of criterion-referenced measurements used. The problems of criterion-referenced measurements include scoring and score interpretation, item and test analysis, and mastery testing. An overview of solutions and approaches to the problems and…

Discusses the problems of introducing diagnostic assessment into Scottish secondary schools in the light of existing assessment policies, teachers' assessment skills, assessment practices, and in view of internal and external influences which produce sociological problems. Problems that the diagnostic assessment itself can produce are then…

Whether culturally biased tests are useful depends on what is meant by that phrase and the purpose for which the test is to be used. Keeping the distinction between aptitude and achievement in mind, different definitions of fair use of tests come from different sets of societal values. (Author/CM)

Suggests that the aims and objectives of the British 16+ public examination in English are so watered-down as to be useless. (HOD)

A discussion on the tension between university organizational interests and individual student interests with respect to the use of admissions tests is presented. Responsibilities of colleges and professional schools toward an increasingly pluralistic society are examined, and the need for more research on evaluating human competencies is urged.…

Describes a study which explored some difficulties related to technical and nontechnical vocabulary and the structure of the examination questions in electrochemistry. Includes results from a sample of 1,500 students in the fourth forms. (DS)

Citing William Spady's distinction between capacity and competence, the author asserts that current competency tests mainly measure academic (capacity) not life (competency) skills. He then considers problems inherent in delineating, teaching, and testing essential practical living competencies and presents some alternatives. Part of a theme issue…

This review of the background and current status of state level activities in testing documents the shift in locus of educational control from local school districts to state agencies, the key dimensions characterizing such programs, factors influencing their implementation and their possible impact. (Author/AEF)

Twenty-eight normal and 28 learning disabled children were given the Bender-Gestalt Test under instructional sets of low (standard) attention or high attention. Results failed to support the hypothesis that high attention instructions would lead to differential recall performance of the diagnostic groups.

The monograph examines the provisions of P.L. 94-142 (the Education for All Handicapped Children Act) regarding nondiscriminatory evaluation of handicapped students. (CL)

Several aspects of national competency tests are discussed: two conceptualizations; arguments pro and con; the federal perspective; a distillation of support and opposition to arguments judged unique to national competency tests; and a hypothetical procedure for implementation. (MH)

To investigate reasoning capacities involved in learning to read, a Test of Multiple Seriation (from Piaget) was developed. Problems of a test used by Lunzer and Dolan are discussed. Results showed that word recognition and reading comprehension at age nine correlate significantly with multiple seriation, independent of IQ. (Editor/SJL)

Argues that using the Brazelton Neonatal Behavioral Assessment Scale outside the standard hospital setting introduces variations in the physical and social context that influence scores on some of the behavioral items. (Author/BH)

The issues of culture-free and culture-fair tests for elementary school children are explored by examining specific tests and the testing situation. Investigators examined the problem of group intelligence testing vs. individual testing and conclude that tests still reflect White American middle socioeconomic class values and experiences. (HS)

Argues that the urban counselor has to be prepared and become acutely aware of the functions that take place in the desegregated school. The urban counselor's allegiance must go out to all students and participate totally in a changing and progressing educational systems. Makes suggestions and recommendations which should be considered by…