Multiple regression models are formulated which analyze the usefulness of AHPAT (Allied Health Professions Admission Test) as a predictor of success in allied health programs. Models are estimated by using data from the four baccalaureate programs in the School of Allied Health Professions at SUNY--Stony Brook. (CT/Author)

Notes problems in using reading tests intended for children when testing adults; attempts to clarify some of these problems by making explicit the assumptions implicit in the practice of using children's reading tests with adults. (GT)

On January 23, 1976, the Saskatchewan Department of Education distributed to schools, school boards and other interested groups and individuals some 1,800 copies of the report of the Minister's Advisory Committee on Student Evaluation. Discusses the findings of that report. (Author/RK)

One hundred culturally disadvantaged children were tested on culture-fair (Raven) and culturally biased (WISC) tests, and scores were correlated with academic achievement. (Author)

There are many connections between good test taking practices and good general learning practices. This article offers strategies related to reading and math instruction and testing. It also describes how to teach students the fundamentals of standardized tests. Tips for reducing test stress are provided. (SM)

While Scholastic Assessment Test (SAT) and American College Testing Program (ACT) scores are viewed as reliable, and colleges and universities continue to use them, they are often misunderstood and misused. They are reliable for predicting freshman grades only when comparisons are made within one racial group. They also do not account for student…

Examines four types of evidence of literacy trends and performance among schools and students: national literacy data; then-and-now studies; Scholastic Aptitude Test trends; and test renorming studies, particularly those pertaining to the 1970s. Argues that both sides of the debate concerning the quality of education have misrepresented evidence…

Findings from reports of 75 children (ages 3-5) with autism indicate 39% had no standardized assessments before education authorities determined their special education provision and only 9% had follow-up assessments for evaluating progress. The development of a protocol for prescribing specific educational intervention and evaluating progress is…

Examines the differences in paper-based and web-based administrations of a commonly used assessment instrument, the Force Concept Inventory (FCI). Results demonstrated no appreciable difference on FCI scores or FCI items based on the type of administration. Concludes that the web-based administration of the FCI appears to be as efficacious as the…

Suggests that good fourth-grade teaching is an expert activity--a complex activity that is not amenable to scripted materials, standardized lessons, or any one-size-fits-all plan for the organization of instruction. Shows that the 30 exemplary teachers discussed produce superior educational gains as measured on standardized achievement tests--not…

Administers the Qualitative Reading Inventory-II and the reading subtests of the Woodcock Johnson Psycho-Educational Battery-Revised to 34 fourth-grade males reading at or below the 25th percentile on the Iowa Tests of Basic Skills. Considers the different results obtained by each test. Discusses implications for placing poor readers in…

Describes student-performance data-analysis system developed by the Hueneme School District in Port Hueneme, California, to meet state and federal accountability requirements. Tracks student-achievement data from four measures into database: Districtwide assessment, report cards, SAT-9 results, a California achievement test, and comprehensive…

Analyzes Korean 8th grade students' achievement in physics-related areas of the Third International Mathematics and Science Study-Repeat (TIMSS-R) and investigates the implications for revising the physics-related areas in the national curriculum. (Contains 44 references.) (Author/YDS)

Examined outcomes of a service-learning tutoring program with elementary school children. Compared to a non-tutored group, the tutored children had higher 1-year gains in Stanford Achievement Test scores in math and spelling. Teachers and students rated tutoring highly. (EV)