Discusses the new Advanced Placement course in statistics as an alternative to calculus for high school seniors. Broad conceptual themes of the course are exploring data, planning a study, anticipating patterns in advance, and statistical inference. Provides a list of College Board regional offices to contact for more information. (MKR)

Describes how to prepare students for high stakes tests in ways that do not detract from real learning, noting the need for teachers to take charge of the assessment process by becoming assessment literate. This means becoming informed as to what constitutes appropriate and inappropriate uses of test results and staying apprised of the latest…

Presents an overview of the English and Singaporean education systems, focusing on the high stakes assessment systems operating at the elementary level in both countries. The effects of these high stakes assessments on teachers and students are described, noting potential lessons for U.S. educators related to establishing credibility, engaging the…

Studies relationship between results obtained in England's General Certificate of Education examinations and those obtained by the same students two years earlier in examinations for General Certificate of Secondary Education (GCSE). States progress differs, but average GCSE performance of students in an establishment is a significant predictor of…

Curriculum alignment, which links instructional content to state-designed tests, is destigmatizing "teaching to the test." Ignoring this linkage can have painful consequences. Substandard school performance can cause Texas principals to lose their jobs and Maryland schools to forfeit substantial monetary rewards. Indianapolis schools try…

Argues that the absence of the arts in testing programs contributes to their marginalization. Considers the role of imaginative potential in determining what is important in schools. Considers what the arts have to do with literacy, that is, with the standard conceptions of reading and writing. Discusses transforming brains to minds, the arts as…

Considers how educators can assist parents in supporting their children toward a positive educational experience through language arts. Describes a class for parents that offered a different approach to helping students meet the state standards. (SG)

Describes how the author learned by watching low-achieving students play intricate card games such as "Magic" that they can learn, can remember, and certainly can master information. Realizes that these cards were advanced learning tools, multifaceted texts using color, symbols, images, texts, and metaphor to help create a world of…

Provides an annotated list of 12 web sites to turn to for information concerning the ramifications of high-stakes testing. (SG)

Examines differences in new teacher and veteran teacher attitudes toward Virginia's Standards of Learning test. Finds that veteran teachers' attitudes are characterized by a perceived loss of power and professionalism. New teachers' attitudes are characterized by gains in collaborative opportunities and instructional freedom. (PKP)

Focuses on some basic questions regarding assessment in higher education that may be useful to administrators in speech communication facing pressures to develop an assessment program. (KEH)

This paper contends that weaknesses of the best-evidence synthesis conducted by R. E. Slavin concluding that ability grouping in secondary school has no effects on student achievement are ignoring instructional and curricular differences; relying almost solely on standardized test scores; and relying too heavily on experimental research. (SLD)

Criticisms by M. T. Hallinan concerning Slavin's work are considered. Unambiguous indicators of instructional quality in different ability groups are difficult to obtain, and student achievement, measured by standardized tests, is an adequate indicator. Slavin's research provides no evidence of student achievement advantage from ability grouping.…

Argues that teachers should look at standardized tests first before designing tests that will evaluate students' critical thinking and reading. Describes five standardized tests appropriate for use with college students and adults. (RS)

Although tests can be a useful factor in evaluating student progress and designing effective educational programs, they can be poorly designed and the results used inappropriately. The National PTA's position on standardized testing is outlined, and concerns related to testing are discussed. (IAH)