The present effort had two major thrusts: 1.) to study the behavioral consequences of communicating group test scores to teachers and 2.) to investigate the behavioral outcomes of antecedent teacher attitudes toward testing. (Author)

The results of this investigation indicate that the coordination or the correlation of instruction in the language arts stimulates growth, not only in reading but also in the other arts of written language. (CS)

Standardized science achievement tests for the elementary school are almost uniformly poor in quality; any quick-answer, paper-and-pencil science test that has consequences for the child or the school is likely to be irrelevant and perhaps harmful to those activities most likely to interest children in science. (Author/IRT)

Outlines a procedure to be followed whenever any communitywide, state, regional, or national test of either "achievement" or "ability" (including IQ) is to be given. (Author/IRT)

Investigates how the performance of Mexican-American children residing in the southwest U.S.A. compares with Koppitz's normative group on the Bender Gestalt Test for Young Children. (Author)

Following a review of the procedures involved in the establishment of norms for standardized tests, the specific procedures used to establish norms for three tests commonly used in speech and language pathology are critically examined. (LS)

Developed as an easy to use reference on test data for Montgomery County Public Schools (MCPS), this report is divided into two sections: analysis of county data and analysis of school data. Features of the report are as follows: (1) a longitudinal analysis of performance of students tested in MCPS in 1976, 1978 and 1980; (2) school results broken…

This report presents a pre- and posttest evaluation of the first program year of the Kamehameha Early Education Program (KEEP). Each of the 28 children in the KEEP kindergarten class received three tests: the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Metropolitan Readiness Test (MRT), and the Standard English Repetition…

IF IT IS RECOGNIZED THAT THE SOLE JUSTIFICATION IN GIVING A TEST IS TO OBTAIN A BETTER UNDERSTANDING OF THE CHILD, FACTORS THAT INFLUENCE THE CHILD'S PERFORMANCE ON THE TEST MUST BE CONSIDERED IN THE INTERPRETATION OF TEST RESULTS. A SUFFICIENT KNOWLEDGE OF THE CHILD'S DEVELOPMENT, HIS BACKGROUND, HIS PERCEPTION OF THE TEST SITUATION, AND THE…

An historical overview is presented of criticisms arising during an early period of large-scale standardized testing in the United States: the post World War II period when the Educational Testing Service was established. Not only is a brief description of the controversy provided, but the fact that many problems of assessment are not transient…

Data presented relate to the attitudes of elementary/secondary school teachers and students concerning standardized testing. Additional data provide a comparison of the attitudes of these groups with those predicted or expected of them by members of the National Council on Measurement in Education. The data are based on previous surveys, and…