Describes the purpose and possible uses of the new American Geological Institute/National Science Teachers Association Earth Science Examination. Provides an order blank for obtaining the test. Stresses that the test is specifically designed to test concepts and problem-solving ability. (CW)

The relative accuracy of teacher judgments of academic performance in classifying students as learning disabled (LD) or nonhandicapped (NH) was contrasted to standardized tests of intelligence and academic achievement. Results indicated that teacher judgments were as accurate in separating LD and NH groups as standardized tests of intelligence and…

Describes the assessment process for students in Saudi Arabia who are interested in pursuing a higher education in biochemistry. Provides recommendations for improving biochemistry education in both high schools and universities. (TW)

It is unlikely that reading tests written in standard English can measure the verbal ability of nonstandard speakers. Phonological, syntactic, and lexical biases disproportionately place certain groups at a disadvantage and reinforce undesirable attitudes concerning language varieties. This can be remedied only when the society rids itself of…

A court order banned the use of standardized I.Q. tests in California because they disproportionately assigned Black and other minority children to special education programs. Nonbiased assessments of cognitive behavior were implemented. They emphasize processes rather than products of learning. The number of minorities in special education has…

The use of standardized I.Q. tests for Blacks has been banned in California State schools. This court settlement culminated 15 years of legal action on a class action suit filed by Black parents for their children who had been disproportionately assigned to classes for the mentally retarded. (VM)

Discusses the pros and cons of using computer software to prepare for college entrance examinations. Provides information on eight programs designed for that purpose. (TW)

Recent court decisions concerning the demographics of placement of students in various program tracks are reviewed in three articles. Focus is on special cases involving charges of overrepresentation of minorities in programs for the educably mentally retarded. Implications for school psychology and special education are discussed. (TJH)

The content validity of four reading achievement tests was evaluated with respect to third and fourth grade levels of the Pathfinder Allyn and Bacon Reading Program, using 29 third and 34 fourth graders. Instruments evaluated included subtests of the California Achievement Tests, Metropolitan Achievement Tests, Peabody Individual Achievement Test,…

The utility of the Temperament Assessment Battery--Teacher Form (TAB) in predicting academic achievement over intervals of one to four years was studied using 117 kindergartners, 22 preschoolers, and 104 first graders. Results of the studies, each of which used data from a different standardized test to assess the validity of the TAB, support the…

The validity of the Canadian Tests of Basic Skills is examined from the perspective that several of its subtests are highly speeded. Results show that there is very little relationship between the number of items attempted and the number correct and suggest that guessing is involved when more items are attempted. (Author/JAZ)

A study at one university found that traditional admission criteria for a graduate microbiology program, undergraduate grade point average, and Graduate Record Examination scores, were not good predictors of student potential as a researcher, as measured by faculty ratings. (MSE)

In 1983, Massachusetts passed a law mandating that developmentally disabled students applying to state colleges and universities did not have to take standardized admission tests. An evaluation of the law's effectiveness and implementation indicates that other states should consider possible ramifications and confer with all concerned parties…

This study assessed the differences in standardized test scores resulting from curricular differences in two school systems. The degree of curriculum-test match for reading and math in grades three and six was based on ratings of that match by qualified district personnel. (Author/LMO)

Describes a method for making standardized test results more useful for teachers, administrators, school board members, and parents by providing information on the test content actually mastered by the student and on the student's individual development over time, as well as providing traditional numerical and norm-referenced scores. (PGD)