Discusses the exact meaning and limitations of commonly used types of standardized test scores: grade equivalent scores; percentile ranks, and standard scores. (SR)

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…

Examines the statewide testing programs of North Carolina and Alaska, showing how the legislative goals, objectives, and expectations for these tests are seldom met. Such testing programs cannot realistically serve both accountability and achievement monitoring functions. (12 references) (MLH)

Examined kindergartners' behaviors while taking, and before and after taking, an achievement test. Qualitative observations indicated that children's behaviors during testing were not typical of their behaviors before and after testing. Quantitative observations indicated that children exhibited more stress behaviors during the testing than before…

Former California Governor Pete Wilson's "social promotion" package, requiring districts to adopt new promotion policies based on state-mandated test results, is misguided. All retention or promotion decisions should be supported by multiple forms of evidence. Test scores should be buttressed by other information, such as grades and…

Discusses the future of standardized testing in the United States. Higher standards in testing are as necessary as they are in education generally. Standardized testing has produced more numbers, but has not resulted in better or more usable information for teachers. (SLD)

Despite their shortcomings, standardized tests provide numerical, intelligible data on how a child, school, or district is performing and vital information about patterns of strengths and weaknesses among students in a classroom, school, or district. A sensible compromise in the testing debate would be helpful. (MLH)

In pondering the reasons for declining standardized test scores at higher grade levels, a California high-school teacher realized that instruction may not be keeping pace with tests. A study of Chicago Public Schools found that repeated or low-level instruction in math and language arts classes was commonplace. (MLH)

Provides a variety of reports on the black experience and performance level trends in higher education. Reports include affirmative action issues in postsecondary education, enrollment and graduation trends, racial preference in tuition, institutional segregation issues, achievement test discrepancies, education's influence on black-white income…

There is considerable controversy over high stakes tests and teachers' competencies in high stakes testing. Presents a pseudo self-test for teachers to determine how muddle-free their own test-talk really is. This tongue-in-cheek test includes 17 items with assessment-related words or phrases and a choice of definitions from which teachers may…

Investigated language functioning in a group of 89 children diagnosed with autism. Children were administered a battery of standardized language tests, tapping phonological, lexical, and higher-order language abilities. Among children with autism, there was significant heterogeneity in their language skills, although across all the children,…

Discusses various aspects of standardization and testing in science education and their effects on students and on reform efforts. Argues that science educators need to begin to question the system and their practices with regard to testing and need to be willing to act on the answers they find. Contains 10 references. (JRH)

Discusses how, as the College Board prepares to make changes in the SAT, experts debate how fair the new exam will be. (EV)

Argues that while flawed, value-added high-stakes testing holds schools accountable for student performance. For example, the use of the Texas Assessment of Academic Skills, a criterion-referenced assessment, has significantly improved student achievement in Houston. (PKP)

Argues that standardized testing may eliminate inquiry-based science education. (Contains 11 references.) (PKP)