Suggests improper application of standardized IQ tests may misidentify or underrefer thousands of intellectually gifted students each year. Presents 10 hazards that can bias IQ scores of gifted children and cautions psychological examiners and consumers of IQ test information to be aware of these hazards. (Author/AH)

The primary mechanism at Xavier University for obtaining a balance between maintaining achievement standards and providing support to underprepared students is the general use of testing at the freshman level to evaluate students and course effectiveness. Traditional course content, a structured tutorial program, and standardized examinations…

American Federation of Teachers research shows that teachers are critical of many aspects of testing, but would prefer to see tests improved rather than eliminated. They are interested in tests as a part of instructional programs and recognize that testing information is only one of many criteria used in evaluation. (Author/CM)

A study was undertaken of the predictive validity of the Pimsleur Language Aptitude Battery at a university high school. Correlations of foreign language final grades and total scores on the Pimsleur battery are presented. Reliance on the battery score as a simple predictor of foreign language achievement is not recommended. (MSE)

Discusses test-taking skills and their application to tests of reading achievement. Presents a rationale for teaching these skills, lists a comprehensive set of skills relevant to standardized reading tests, and offers suggestions for teaching the skills and helping children use them. (FL)

Uses a scale to analyze three tests used for assessing community college students' reading levels: The Stanford Diagnostic Reading Test (SDRT), the Nelson-Denny Reading Test (NDRT), and the Iowa Silent Reading Tests (ISRT). Judges the ISRT to be the best and the NDRT to be unacceptable according to the criteria of the scale. (FL)

Predicts that the availability of computers and demands for competency testing could drastically alter the character and uses of standardized testing by the end of the century. Warns administrators to begin preparing for the future in order to prevent misuse of the new computer capabilities. (PGD)

Offers strategies for improving student scores on the Scholastic Aptitude Test. Covers three areas: improvement in instructional quality in high schools; analysis and refinement of opportunities for students to demonstrate and practice test-taking skills; and enhancement of understanding and support among parents, community, and staff. (PGD)

A critique of a variety of formats used in combined-response test items (those in which the respondent must choose the correct combination of options: a and b, all of the above, etc.) illustrates why this kind of testing is inherently flawed and should not be used in optometry examinations. (MSE)

Suggests that teaching students how to think critically and to transfer this skill to reading can increase students' comprehension and standardized reading test scores. (AEA)

Test data were used to compare the grading of two forms of double mathematics: pure and applied math, and regular and advanced math. Results confirm expectations that in the former system, the grading is comparable, and in the latter, it is not necessarily comparable. Implications for student admission are discussed. (MSE)

Investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test using the factor scores of the Wechsler Intelligence Scale for Children-Revised as potential predictors. Results indicated that the freedom from distractibility factor score significantly aided in the prediction of reading and spelling…

Explores current thinking on ways to improve the identification and education of intellectually talented youth. Discusses the problems of meeting the needs of individuals with many different abilities and describes a model program at Johns Hopkins University for mathematically precocious youth. (GC)

The author asserts that using pupil test scores to evaluate teachers is unacceptable because teachers cannot control differences in student background and out-of-school influences that affect test performance. This article consists of excerpts from the author's presentation at the New Jersey Education Association's Symposium on Teacher Evaluation.…

Describes a testing program designed to assess the French language proficiency of professionals desiring to practice in the Quebec region. Discusses the criteria used for the construction, administration, and scoring of the tests in compliance with the 1977 French language legislation. (MES)