A study of elementary teachers' reliance on standardized test scores shows that teachers depend more heavily on observation in student assessment. (WD)

Truth in testing laws are subject to challenge on the grounds that they invade federally protected rights and interests of the test-makers through the due process clauses of the Constitution and federal copyright protections. (Author/MLF)

Exploring a technique for acquiring qualitative data from standardized instruments and using them in formative evaluation of new cirricula, this article discusses assets and limitations of the qualitative analysis technique as applied to a grade 10 science course. (JC)

One hundred forty-five speech language pathologists in Oregon were surveyed on which developmental norms they used when assessing articulation development. The majority reported they referred to M. Templin's 1957 investigation instead of more recent norms. (Author/PHR)

Reports that tenth-grade students far exceeded chance mean scores on the Stanford Test of Academic Skills when given passage-out components (the publisher's questions without the accompanying reading passages); concludes that the results lend support to concerns regarding the valid measurement of reading comprehension. (GT)

Some background information is given about the GRE. A detailed account of its construction, its recent history, and some of the thinking that has gone into it is related. (MP)

The content validity of the Peabody Individual Achievement Test and the Wide Range Achievement Test was examined with 27 educationally handicapped students (5-9 years old). (CL)

Discusses how educational practice is influenced by economic, political, and social forces that reside outside the schools or school district. (CM)

Critizes the Norm Book for French Final (Abitur) Examination 1975 for German Schools, as to its arrangement and some resulting difficulties; also for its over-emphasis on written work over speaking. Additional publications are needed to make the existing requirements more specific. (Text is in German.) (IFS/WGA)

Data on 81 children (3 to 12 years old) enrolled in special education and regular classrooms were studied in order to examine the correlations between scores on various subtests of the Illinois Test of Psycholinguistic Abilities (ITPA) and scores on several other standardized tests commonly used in the diagnosis of language disabilities, and to…

Describes the movement to make new assessments powerful levers for school improvement, restructuring, and accountability. Suggests the dangers posed by accountability-inspired external assessments. The primary condition for effective assessment is that teachers, principals, and the community be at the center of the assessment enterprise. Profiles…

Explores the comparative performance of various segments of the student sample in general chemistry courses relative to their scores on the mathematical SAT test. Results indicate that mathematical skill measured by the SAT scores is an important factor in determining grades while factors that are not important in determining grades are gender…

The National Assessment of Educational Progress (NAEP) has played a vital role in assessing and reporting on the state of U.S. education for more than 30 years. Under the No Child Left Behind Act of 2001, NAEP will play an even more prominent role in the evaluation of adequate yearly progress in the states, jurisdictions, and territories receiving…

Introduces Matriculation 2000, a 5-year-old project aimed at moving from the nationwide traditional examination system in Israel to a school-based alternative embedded assessment. Describes research conducted during the fifth year of the Project at two experimental and two control schools. Investigates students' learning outcomes in chemistry and…