The relationship of retest effects from pretest to posttest 2 to 4 weeks later was studied for 2,014 elementary school children (second through sixth graders) taking a battery of 26 multifactor aptitude tests--the Structure of Intellect Learning Abilities Test. Implications of score gains are discussed for age and gender groups. (SLD)

Reports a survey of Arizona teachers and administrators on (1) the extent to which teachers believe that standardized achievement tests reflect the language arts curriculum; (2) student reactions to standardized tests across grade levels; and (3) perceptions of the fairness of such tests across ethnicities and socioeconomic areas. Finds that…

Four educators respond to the article in this issue which suggests that statistical data do not support a link between student achievement and staff development. The responses revisit the research used in the original article, suggesting that the link exists and discussing how future research could be improved. (SM)

Examines the desirability of standardized testing during early childhood education. The paper raises questions concerning the dangers of testing at too early an age. It is recommended that measures and procedures for developmentally appropriate assessment be developed to avoid unnecessary punishment of young children. (GLR)

Describes a Camden (New Jersey) study that assessed the effects of student mobility and stability on achievement and examined interactions between the instructional program and student mobility. Results indicated direct instruction was as effective as traditional instruction that was aligned with a specific standardized test, and it produced…

Describes testability of language-minority students as likelihood of language-minority students meeting five test assumptions necessary for valid scores. Discusses strategies for ensuring and enhancing testability. Explains how state departments of education and school districts use two sets of criteria to exempt language-minority students from…

Demands for a differentiated curriculum for gifted students raise implementation and evaluation issues. One approach is to change both content and learned thinking strategies. There are four methods of content differentiation: acceleration, enrichment, sophistication, and novelty. To determine a program's effectiveness, there must be evidence of…

Attitudes toward high-stakes testing and score enhancement strategies of 4 cohorts of preservice teachers (total n=268) were determined. Findings suggest that preservice teachers can make acceptable judgments about appropriateness for the extremes of score enhancement strategies but are less able to do so in the intermediate range of the continuum…

Relates the author's experiences teaching remedial reading in a Texas high school, where the state-mandated exit-level competency test heavily influences teaching. Discusses negative effects on students and on teachers. Describes how the author's teaching evolved from an emphasis on this basic skills test to a focus on engaging students in…

Discusses curriculum-based measurement as an alternative to both standardized and teacher-developed reading tests. Oral Reading Fluency, a curriculum-based measure of reading is presented as an accurate indicator of both general reading ability and reading comprehension, and as a means of monitoring reading progress towards functional literacy.…

Today's school tests and surveys collect a wide variety of personality and opinion data on student proclivities, social attitudes, and parent-inculcated world views. Personality testing poses a threat to family privacy and students' future employability. Nearly anyone can access personal and sensitive student information and use it to target…

Third International Mathematics and Science Study results show that high-scoring states and schools do not need standards; low scorers have too many other pressing problems to utilize standards. Recent studies indicate that the proportion of college students requiring remedial courses has been exaggerated by critics. (MLH)

Investigates in the refugee/immigrant population in the open-admissions college at the University of Minnesota, the relationship between educational background in the native language and second language, English language proficiency as measured by a standardized language-proficiency test, length of residency in the United States, and academic…

Describes an experiment designed to introduce aspects of quantitative reasoning to a large, substantively-focused class in the social sciences. Reveals that participating students' abilities to interpret and manipulate empirical data increased significantly, independent of baseline SAT verbal and mathematics scores. Discusses implications for…

Examines people's typical queries about a child's performance, school success or failure, best learning practices, and ways to determine educational effectiveness. To provide useful information about student achievement, an accountability system must embody clear standards that have been communicated to students, parents, teachers and other…