Discusses the standardized examination system in Britain. The results of a survey involving fifteen British teachers and supervisory personnel are presented with the positive and negative aspects included. (SA)

This study examined the effects of varying cognitive demands on the task performance of 8- to 17-year-old autistic children. (CM)

Investigates the relationship between cardiovascular reactions and five basic emotions, (interest, anger, fear, distress, and joy) exhibited by 40 9- and 12-month-old infants. (CM)

Forty-six Black children (seven- through ten-years-old) referred for learning or behavior problems were administered both the Wechsler Intelligence Scale for Children- Revised (WISC-R) and the WISC. Ss had significantly lower WISC-R than WISC score, supporting previous studies which suggest that the WISC-R norms are "tougher" than the…

Increasing student interest and motivation caused an improvement of standardized test scores. In a Pennsylvania town interest in school was stimulated by a program of high-interest activities in a high school and a junior high school. (LS)

Reports preliminary findings of a study (in progress) on the statistical and content validity of eight reading achievement tests. (JM)

The Education Writers Association recently adopted a resolution urging school districts and states to release information on which groups of students are tested and which are excluded when reporting standardized test results. Three authorities on student assessment agree that full disclosure prevents score inflation and holds states and districts…

Investigates how well National Council of Teachers of Mathematics (NCTM)-oriented students do on standardized mathematics tests and whether the tests truly measure the skills that these students have. Shows that students in one NCTM-oriented curriculum displayed such qualities as engagement, eagerness, communication, flexibility, and curiosity to…

Considers how the concept of "literacy," especially intensified by the current conservative political climate, has been falsely reified as a clearly distinct "thing" that can be taught and tested in simple and standardized ways. Identifies literacy competencies as "subrosa literacy" and describes detailed performances of these abilities (including…

A "crazy curriculum" is often found in the best schools where students pass the required tests and go on more engaging learning. Common features of this type of curriculum are as follows: project based, team based, use of basic skills in context, and use of presentations. (Contains 10 references.) (JOW)

Describes an alternative approach to assessing content validity and content equivalence in terms of item-content structures and content area constructs. Results from applying structural equation modeling to item-response data from two Regents College examinations to verify content constructs suggest the different degrees of inconsistency and bias…

Addresses the concept of "Standardized Tests as Quality Control." Discusses the types of assessment used in today's schools and the need for a new perspective concerning assessment. Outlines a different perspective for assessment, one based on reflective inquiry rather than measurement. Explains the characteristics that have helped…

Presents new norms on the Nelson-Denny Reading Test for healthcare-professional students. Notes that it is generally accepted that professional and graduate schools require students with good reading ability because of the quantity of material to be read. Presents standard scores, percentile ranks, and stanine scores as revised norms based on test…

Considers how the views of Quintilian provide a new lens for examining the writing process and its components as advocated by D. Graves, D. Murray, and others. Notes that the Quintilian Progression contains guidelines to support teachers and students as they endeavor to become more effective writers and critical thinkers. (SG)

Considers how with no training in how to teach vocabulary skills, many teachers transfer to their classroom the same techniques that they see test makers using. Offers a chart to encourage thinking about the ways that standardized testing techniques differ from good teaching and learning practices. Argues that educators should provide students…