Identifies and compares educators' perceptions of the effectiveness of their schools' dissemination of standardized test results, based on 97 Ohio districts' survey replies. For each survey item, teachers' ratings were lower than supervisors' ratings. However, all 495 respondents rated their schools' dissemination performance as above average. (13…

Academically sound methods for preparing students for standardized tests include establishing tests' importance, forming preparation teams, gathering information, aligning curricular and test objectives, teaching test-wiseness skills, informing stakeholders, involving students in preparation plans, infusing curriculum with test content, and…

An experienced teacher spends too much time as a special-events coordinator facilitating movement among tests, instead of encouraging and enhancing student learning. For each test, she must rearrange the classroom and its routines, coordinate test materials, and assuage her third graders' fears. Teachers lack time to improve their practice. (MLH)

Teachers must do all they can to ensure their students perform well on standardized tests. Good classroom testing practices corresponding to those used on standardized tests will enhance student scores. Teachers must demystify tests, make testing congruent, use answer sheets, administer multiple-choice tests, take testing seriously, and use…

Addresses the tension between the two assessment goals of measurement and instruction and how they relate to standardized testing in general. Suggests that this tension is writ large in Australia's current literacy-policy environment, with the scales tipping to the measurement goal. Argues that these goals need to be aligned in the best interests…

Argues that in no other course can students get such a varied knowledge base combined with practical experience as in scholastic journalism. Discusses how students learn writing, technological, and business skills; are well prepared for standardized testing; and receive character education. (SR)

Compiled information from 31 countries to study trends in large-scale testing. Shows a clear trend toward adding, not dropping, testing programs. Twenty-seven countries show a net increase in testing, while only three show a decrease. Fifty-nine testing programs have been added; only four have been dropped. (SLD)

This article discusses how test preparation helps students with deafness to develop the skills required to do well on standardized reading tests by examining test-taking strategies and common language structures used in test items. Common errors made by students are listed and helpful remedial classes are discussed. (Contains four references.)…

Explores the primary characteristics and issues in the development of school-based standard testing, reviews the typical lack of qualification for political accountability programs, and suggests remedies to address major problems. Problems in the evolution of current techniques have resulted in a general skepticism toward new approaches of…

This article invokes a literal image of test givers as measurement devices and explores the psychometric properties of these test administrator instruments. Concurrent and content validation and test-retest and parallel-forms validity are explored. (SLD)

A ranking of states, districts, or schools by test scores shows the powerful influence of student selectivity and poverty. High poverty levels are directly associated with low test scores, and vice versa. (MLF)

Learning disabled students (N=22) with documented learning disabilities on standardized tests at beginning and end of one school year were evaluated. Neuropsychological measures were also administered. Subjects demonstrated impairment on neuropsycholgical measures. By the end of the year subjects had improved in written language. Results suggest…

Examines the nature of the "consensus" reflected in educational standards used to orient high-stakes assessment programs and considers the discourse of standards creation and how standards are used to orient assessment development and performance judgments. Discusses the theoretical perspectives of J. Habermas and H. Gadamer. (Author/SLD)

A study finds that American students are engaged with lessons only 54 percent of the time, due to external preoccupations and uninspired instruction. The Heritage Foundation's "No Excuses" report makes misleading correlations between scores, phonics, and socioeconomic variables. Florida housing prices reflect letter grades assigned to…

This introduction to a special section of writings by elementary and high school students highlights critical issues students raised about testing, assessment, and accountability and discusses how teachers who use a variety of teaching methods and connect with students engage them in learning. (SK)