A four-year experimental study in Ireland to study the effects of testing yielded similar results to studies by the "Pittsburgh group." They found that test results are not very important to either central office administrators or teachers in making decisions about students. (Author/WD)

This investigation studied the relationship between both GCE O-level examination grades and teachers' estimates of A-level examination grades, and actual A-level grades obtained by a sample of university applicants. Moderate levels of correlation were reported in both cases, although teachers' estimates appeared to be slightly better predictors.…

Grade inflation, which distorts the measurement process and reduces student effort, is caused, in part, by teachers' concern for students' emotional needs. Communication of classroom expectations and grading procedures, frequent evaluation, and utilization of standardized testing data can help reduce grade inflation. (Author/WD)

The results of the Woodcock Reading Mastery Tests were found to be quite similar for both learning disabled and normal Ss, with high reliability and a unidimensional factor structure. The same was found for the Keymath Diagnostic Arithmetic Test, though the assumption of a unidimensional math achievement was found to be less defensible for the LD…

Reviews briefly the development of testing since World War II. Presents the criteria for informal and standardized tests, and explains the difference between norm-oriented and criterion-oriented tests. Considers technical aspects of testing, but stresses the importance of pedagogical aspects. (IFS/WGA)

CLEP has been criticized for recommending cut-off scores so low that students who do not deserve credit are receiving credit, "the great credit giveaway." Investigation of the CLEP Examination in General Psychology suggests that the ETS recommended cut-off scores for college credit on this test may be too high. (Author)

The controversy over standardized tests and falling scores does not address the real problem--what should be done about school learning to insure more effective in-life behaving? A basic philosophy for such a program is suggested. (Author/LS)

Assesses the feasibility of using a statewide database containing standardized test scores to examine the utility of developmental reading programs in Texas. Suggests that a wide range of academic experiences may pull most students up in terms of reading competence. (TB)

This paper presents tables for converting raw scores on the Bayley Scales of Infant Development to Mental Development Index and Psychomotor Development Index values. The tables were developed to generate index values for young children with developmental delays, based on recent revision of the scales and standardization procedures. Methodology is…

Examines several issues at the heart of the debate over high stakes testing, highlighting: the types of tests used, the effects on student motivation and morale, the degree of alignment between the test and the curriculum, and the distinction between assessment of learning and assessment for learning. The article notes the need for teacher input…

Asserts that high stakes testing may lead to a default philosophy of education that holds in high regard a narrow bundle of knowledge and skills, offering suggestions for what educators can do in the current context (e.g., maintain dialogue in schools, expand internal accountability, engage high standards, connect to higher-order concepts, and…

Describes the construct problem within achievement testing, asserting that current research in the cognitive sciences, measurement, and technology make this an opportune time to move forward in assessing critical aspects of learning. Designing new kinds of situations for capturing the complexity of learning requires breaking out of the current…

Presents reflections on the demise of this journal. Argues that in this capitalistic society, neither literary quality nor cultural authenticity are valued and the numbers of authors of color and high quality books that reflect the cultural diversity of our world continues to decrease. (SG)

Analyzed questions related to education from a statewide poll of citizens in Arkansas. Overall, views of Arkansans are roughly aligned with those of the United States as a whole. About half of the 775 respondents support school vouchers, most believe teacher pay raises should be related to student performance, and more than three-fifths believe…

Evaluation of the design of the Massachusetts Comprehensive Assessment System (MCAS) tests in English highlights a significant gap between where it stands as a test of English language learning and where it should stand. This suggests that determining whether any MCAS test is aligned with its subject framework is much more complex than counting…