The process by which the new Scholastic Aptitude Test (SAT) and achievement tests were developed is outlined, highlighting the evolution of new formats and emphases. It is proposed that the tests, which incorporate extensive changes, encourage genuine learning and respond to increasing cultural diversity in the population. (MSE)

Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might result in improved reading comprehension. This review of 16 quantitative studies generally supports the efficacy of reciprocal teaching but also indicates the need for further research into cognitive strategy instruction. (SLD)

Three papers represent an interchange on the article in this issue by D. Meaghan and F. Casas on standardized achievement testing. The first paper calls the article unbalanced. The second paper says it is based on truth but too negative. The third paper is a response from Meaghan and Casas. (SM)

The new scale used for scoring the Scholastic Assessment Tests (SAT) is explained, its development is described, and implications for the college admissions process are discussed. The recentering was designed to remedy the downward drift of the score distribution midpoint. (Author/MSE)

Rasch calibration procedures were applied to item-response data for the 1,262 infants and toddlers comprising the standardization sample for the Mental Scale of the Bayley Scales of Infant Development. Analyses tend to confirm the psychometric integrity of the instrument. (Author)

This article, the fourth in a series on work conducted at the Texas Center for Educational Technology and the University of Texas, discusses evaluative measures needed to assess the improvements that educational technology may have on students' problem solving, critical thinking, and content-level abilities. An annotated list of standardized tests…

Reviews reasons for the Association for Childhood Education International's opposition to standardized testing of children in the early grades. Discusses two alternative approaches: nonstructured assessments and structured assessments. Considers parents' and teachers' roles in these forms of assessments, and the teacher training that is needed.…

Two years after the end of a two-year intervention program set within the context of science learning intended to promote formal operational thinking, achievement of students (n=234) was tested by their results on British National examinations taken at age 16. Male experimental subjects achieved an average of 40 percent more grades of C or above…

Describes how alternative assessment differs from more traditional forms and outlines the forces causing the recent fascination with alternative assessment (demands for accountability, negative consequences of high-stakes testing, and increasing criticisms of standardized tests). Identifies some major issues involving alternative assessment,…

Computer activities can help children learn fundamental principles and collect information for use in problem solving. Because standardized tests do not accurately measure students' problem-solving skills and teacher-made tests are often unreliable, educators should peruse the "Mental Measurements Yearbook" series for more appropriate…

Study assessed the opinions of sophomores and seniors in teacher education and practicing teachers about the use of classroom and standardized tests. Survey results indicated preservice teachers had less favorable attitudes toward classroom testing and more favorable attitudes toward standardized testing. There were no differences between…

This article examines reasons for differences in standardized test scores between men and women college students. It considers tests'"underprediction" of female performance, continuing gender differences in math and science, and implications for admissions and aid professionals. Graphs demonstrate trends. (DB)

External assessments for accountability may be taking precedence over other educational assessment purposes and are beginning to direct teaching and learning in schools. Four common concerns include teaching to the tests, narrowing instructional focus and allowing tests to determine curricula, deemphasizing higher order thinking skills, and…

The aptitude tests used in Queensland (Australia) to standardize secondary school leavers' school evaluations was assessed for reliability with various student group sizes and for a range of abilities. The error found was significant for small and moderately sized groups, suggesting the need for care in test interpretation. (Author/MSE)

Meta-analysis of 225 hypothesis tests of measures of memory for order (MFO) and the relationship of MFO and measures of general ability demonstrate a significant relationship between MFO and standardized test scores. Fifty-one independent samples were tested. MFO task quality was a significant predictor of effect size. (SLD)