This report discusses deep curriculum alignment and is designed to serve as a practical guide to an educational strategy that embraces the philosophy of "what is tested is what is taught." Chapter 1 describes misconceptions and misuses of rhetoric about public education, popular myths about tests, and the nature of curriculum alignment.…

The nature and extent of human error in educational testing over the past 25 years were studied. In contrast to the random measurement error expected in all tests, the presence of human error is unexpected and brings unknown, often harmful, consequences for students and their schools. Using data from a variety of sources, researchers found 103…

Sound testing practices and the high-quality information that can result are helpful to those who have oversight, responsibility, or interest in American education. To the extent that tests provide high-quality information, they form the basis for making accurate judgments about individual students. It is equally true, however, that factors which…

Nevada statutes and administrative regulations specifically prohibit the disclosure of the content of examinations used in the Nevada Proficiency Examination Program. This document focuses on procedures to insure examination security. The state's test security requirements are outlined. Other sections deal with access to and copying of examination…

A review of early and modern work concerned with response-contingent testing and a discussion of its applications, limitations, and future prospects is provided. (KM)

The hypothesis confirmed in this study is that high test-anxiety students performed more poorly on difficult material because they divided their time between personally relevant and task relevant concerns more than did low-anxiety individuals. (Author/KM)

Comments on an article in a previous issue of this journal (v9 n3 1972). (CJ)

The results of this experiment clearly indicate that the presence of induced anxiety in a testing situation can depress the subject's level of performance on the WISC. (Author)

Two methods are proposed for analyzing for floor and ceiling effects in test measures when the distribution of the data is binomial. (Author)

Suggestions for implementation of a brief, inexpensive program for reducing test anxiety are made in this article. Listening to a brief relaxation tape, listening to a test orientation tape, or having an individual supportive interview with a counselor all reduced test anxiety in a population of rehabilitation center clients. (Author)

The results suggest that inexperienced undergraduate examiners trained to administer WISC subtests under anxious and nonanxious roles do not differ significantly either on the overall scores they obtain or on the scores obtained in a standard administration condition and one designed to convey anxiety. (Author)

The relationship between a subject's awareness of the intent of the experimenter and attitude change is investigated. (PR)

The authors discuss the advisability of making orientation test batteries voluntary. Though students are opposed to compulsory testing, the authors argue that the information gained from them is important to the educational process. (CG)