The authors developed a method to identify students in a large-scale assessment program who have not taken the assessment seriously. Instead of responding according to their ability, students may respond using some pattern (e.g., ABCDABCDABCD) to a series of items. This method is compared with model-based methods of identifying such response…

Outlines the series of decisions involved in selecting and then using sample papers in holistic evaluation. Attempts to make test-developers aware that they have choices to make and that their choices will have serious consequences for student and evaluator alike. (RS)

Presents responses of eight teachers concerning the effects of mandated testing. Describes how the teachers cope with the problems raised by mandated tests. (RS)

This article focuses on common errors associated with true-false, matching, completion, and essay questions as presented in textbook test manuals. Teachers should be able to select and/or adapt test questions which would be applicable to the content of their courses and which meet minimal standards for test construction. (JD)

Conducted descriptive comparison of United States and international students to examine whether or not bias exists when norm-based proficiency tests are applied across national cultures. Examined competency test scores, grade point averages, and freshmen English and mathematics grades of American and international students. Results suggest that…

Summarizes findings and anomalies of the Nation's Report Card in mathematics education. Even though most 17 year-olds know a fair amount, eighth- and ninth-graders need "numeracy" courses that review formulas, percents, use of sample surveys, and correlations, inductive and deductive logic, and basic computer commands. Includes eight…

Opposing views are expressed on the value of standardized testing (ST) in public schools. The pro-ST view argues that these tests provide comparative data needed to plan and evaluate schools and individuals. The opposing view focuses on problems of reliability, validity, and bias; and on the damage done to children. (IAH)

Explores changes affecting personnel testing and selection during past 20 years, noting that outcomes have often been antithesis of expressed or ostensible reason for change. Contends that some changes, designed to end discrimination, have institutionalized discriminatory practices as consequence of legitimizing methods of preferential treatment…

Reviews previous six papers concerning fairness in employment testing. Contends that papers focus narrowly on legal, theoretical, and societal issues and provide little new information. Argues that industrial psychologists and governmental lawyers are retreating into rigidly defined positions and that the future will be marked by long, costly, and…

Actual and theoretical cases are presented in which the Battelle Developmental Inventory was used in infant assessment. Age-related discontinuities reveal that, for children whose chronological age abuts one of the cut-off points between age categories, radically different summary scores can be obtained from one day to the next despite identical…

Parents of gifted children are urged to understand that there are many different kinds of intelligence and ability tests; tests are designed for different purposes; all tests involve a certain amount of error; and tests only sample one aspect of a child's performance. (DB)

This article examines the myths and realities surrounding grading for gifted students, drawing on educational research and anecdotal experience. It contends that current grading systems tend to lack psychometric validity and reliability, that schools should embrace national standards, and that higher order thinking skills should be emphasized in…

Describes culturally competent assessment practice as a context for discussing advantages and disadvantages of various "corrections" currently available for the Minnesota Multiphasic Personality Inventory with Hispanic populations. Corrections include moderator variables, special scales, special norms, translations, and aids to…

Essay tests are easily constructed, relatively valid assessments of higher cognitive processes but are harder to score reliably. Teachers using essay tests are advised to follow clearly designed objectives, construct all-inclusive, pilot-tested questions, develop a checklist of specific scoring points and a model answer for each question, and use…

Understanding the effects of testing on students is critically important in the face of an inexorable movement toward a national testing program. Proponents thus far have stressed only the positive effects; neither the harmful effects on low-achieving students nor the program's costs and benefits have been appropriately discussed. This article…