Describes an experiment designed at Yale University that enabled nearly all freshmen students to place themselves in the appropriate English course. (HOD)

The opinions of several educators--including Albert Shanker and Harold Howe, II--on testing legislation and the Nader Report are presented. Criticisms of measurement and its use in the admissions process are put into perspective. (Author/MLW)

An analysis of data from three cohorts of college entrance candidates shows that only a negligible fraction of the decline in SAT scores can be explained by changes in family configuration. (Author/GC)

Examines the positions of different interest groups and corporations regarding the use of standardized test scores for determining educational achievement and advancement. (GC)

In 1974 a program was developed in New South Wales (Australia) to remedy the loss of interest in French language instruction in the high schools. The magazine "Passe-Partout," oriented to teenage interests, was used for reading material in one portion of the program and as part of the comprehensive examination. (MSE)

Examines three standardized college composition tests in terms of the context of the assignment and the impact of social influences and the testing situation. Stresses inadequacies inherent to standardized composition testing. (HTH)

Investigates the linear and curvilinear relationship between reflection-impulsivity and locus of control among 51 third graders. (CM)

Results of this study indicate that a student-teaching experience significantly improved the mathematics aptitude and hence raised the SAT-M scores of secondary students serving as teacher aides in high school mathematics classes. (MK)

Reviews the possible dangers of mandated competency testing and suggests some alternatives. (JM)

Describes the Indiana University French Communicative Ability Test, developed to test communicative ability at a relatively low level (beginning university French), and in a large, multi-section program. (AM)

Explains unique features of a Branched Program Achievement Test for college French students, and presents data that validate the testing strategy and demonstrate the value of the test as a placement instrument. (JB)

A defense of testing is given. The author examines opposition to and criticism of testing, and discusses teaching to the test, effects on curricula, and test bias. (MK)

Briefly describes eleven standardized exams, covering both college and secondary levels, that have been released by the Examinations Committee of the American Chemistry Society. Also announces new graduate level placement exams in analytical, organic, and physical chemistry. (MLH)

The effect upon pupil performance of providing elementary level teachers various types of standardized test information was assessed - and found to have little impact on student achievement. (MM)

It is indicated that, although the scores [obtained on both tests] are significantly correlated, the tests yield significantly different scores with the Lorge-Thorndike consistently overestimating the WISC-R full scale I.Q. (Author)