In this time of legal decisions which call much professional practice into question, it is well to ask ourselves questions as to why we are the object of court concern and how our preparation is related to our difficulties. Several suggestions are presented for appropriate adjustments in university preparation. (Author)

This article asks if testing can serve minority needs. The review suggests that testing can serve a useful purpose if it will help ensure quality to all students. (MFD)

Examines some of the problems in interpreting data from attitude measures when the dimensionality of the instrument and sources of heterogeneity in the population are ignored. Illustrates this point by describing the development of an instrument designed to measure children's attitude toward science-related activities. (TW)

Reports on a study using two alternatives for evaluating the quality of teaching and courses in an undergraduate engineering program. Results indicate that the relationship between a global problem and individual questions is highly correlated. (TW)

Describes an evaluation program which is aimed at providing well-designed, comprehensive, and objective tests to a specific category of engineering students. Involves the use of a computerized statistical analysis. Provides recommendations for organizing such an activity. (TW)

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)

Presents the National Association for the Education of Young Children (NAEYC) position statement and administrative and teacher guidelines on the selection, use, and interpretation of standardized tests in the testing of young children (ages three to eight years). (BB)

Itemizes several concerns for schools as they attempt to meet mandated assessment procedures in mathematics. Areas which are discussed include the amount of paper work, pupil transfer, parental involvement, staff changes, unmotivated pupils, pupil overload, storage space and the need for moderation. (PK)

The use of standardized achievement tests as the primary criterion measures in the evaluation of basic skills programs has been criticized. In a comparative study of three types of tests, this article examines the major issue behind this criticism. (Author/JAZ)

Blacks are more likely than whites to use the extreme response categories in Likert-type questionnaire items. This general tendency has important implications for Black-white comparisons along self-esteem dimensions. (Author)

State legislative action to control and reward teaching quality has resulted in the coming of age of systematic teacher performance evaluation for certification, merit pay, or career ladder advancement decisions. This article overviews issues of credibility and practicality--including test design, validity, and reliability--which arise when…

The author calls for a tough national teacher examination to make teaching a genuine profession, to convince the public to pay teachers what they're worth, to empower teachers to make educational decision, to attract the best and brightest, and to ensure high quality education. Problems and prospects are discussed. (BS)

Analyzes three scenarios featuring champion educators' efforts to challenge business-as-usual predilections of school administrators. School systems can develop innovative, future-directed programs with effective planning, administrative support for creative teachers, and testing for results that match school values. (MLH)

This reaction paper stresses the importance of matching the qualitatively different types of educational decisions with appropriate types of tests. Reading instruction is used to illustrate that while standardized tests are helpful for student classification and program accountability, they are hazardous to instructional process decisions which…

This study validated computerized versions of selected tests from the Kit of Factor-Referenced Cognitive Tests of 1976, compared performance of higher education students on computerized and paper-and-pencil versions of the tests, and explored whether gender, academic status, or age interacted with the tests. (MBR)