The question of whether tests can be both curriculum-neutral and effective means of monitoring and motivating educational practice is discussed. Educational reform and testing are intimately linked, as tests are widely viewed as a means of educational improvement. Tests/assessments influence educator behavior by stimulating them to assure that…

This paper contends that, apparently, the patterns of above-norm performance that J. Cannell (1987) reported exist, although the extremity of his "Lake Wobegon" effect is perhaps overstated. The use of outdated test norms and other practices has been identified as a partial explanation for the reporting of "above-average"…

It is increasingly recognized, following the lead of J. J. Cannell, that actual gains in educational achievement may be much more modest than dramatic gains reported by many state assessments and many test publishers. An overview is presented of explanations of spurious test score gains. Focus is on determining how test-curriculum alignment and…

This guide presents ways for practitioners to use Chapter 1 achievement data to better understand and evaluate elements of a Chapter 1 program. A variety of types and levels of questions can be addressed with achievement data. Combining standardized achievement test scores with data from the program and from the regular classroom greatly increases…

The Title I Evaluation and Reporting System (TIERS) under Title I of the Elementary and Secondary Education Act first required project participation and achievement data from the states for the 1979-80 school year. Chapter 1 of the Education Consolidation and Improvement Act of 1981 (ECIA) repealed the requirements for use of federally mandated…

Studies of teacher use of tests suggest that classroom tests are widely used and standardized test results are rarely used. Previous comparisons of preservice and inservice teachers' attitudes toward assessment suggest few differences. Differences in opinions about the use of classroom and standardized tests were assessed via surveys of three…

The validity of inferences drawn from readiness tests used to place children in a regular or a 2-year kindergarten program was investigated. Data from nine school districts in Virginia were used in the study. The study explored technical characteristics of four commonly used readiness tests: the Brigance Kindergarten and First Grade Screen, the…

The IDEA Oral Language Proficiency Test (IPT II), an individually-administered measure of speaking and listening proficiency in English as a Second Language designed for secondary school students, is described and discussed. The test consists of 91 items and requires 5-25 minutes to administer. Raw scores are converted to one of seven proficiency…

During spring 1988, an initial survey was conducted among two- and four-year colleges in New York State to identify the primary reading test used for diagnosis and placement. In order to address several questions raised by the study, a follow-up survey of participating two-year colleges was conducted during fall 1989. Of the 28 two-year colleges…

Current issues in the literature on the testing of linguistic and communicative proficiency are reviewed and discussed in relation to reading comprehension testing. Several theoretical issues in language testing are discussed, including testing purposes and test validity. Areas of concern regarding methods of testing reading comprehension are then…

Focusing on areas of development related to Chapter 53 screening, this manual is designed to assist New York City teachers in using the screening results to support optimal development for the children in their classes. Chapter 53 of the Laws of 1980 provides for the screening of all new entrants into the school system, usually in kindergarten or…

Data from the areas of job satisfaction and job stress are used to illustrate the following points: (1) that measurements can be arranged conceptually along a continuum from the specific to the global (or general); (2) that scales can be constructed which represent different levels of generality, within the same content area; (3) that such scales…

This module contains resource materials to help vocational education teachers construct effective written tests. (The materials supplement the videotape on "Written Test Construction.") Materials in the packet include guidelines for developing written tests in general and specific guidelines for the five major types of test items, brief…

Starting with the ninth grade, Hawaiian students are given the opportunity to take the Hawaii State Test of Essential Competencies (HSTEC) to demonstrate mastery of 14 Essential Competencies. These competencies are grouped into those covering the Basic Skills area and those covering the Other Life Skills area (e.g., distinguishing fact from…

Five categories of data collection are recommended for monitoring the quality of education: (1) outcomes, based on an input-output model, including data from student testing and credentials and degrees; (2) participation--who is served by education; (3) resources available to education; (4) long-term impact of education on work, income,…