Guidelines for appropriate test preparation practices are presented to ensure that tests used in high-stakes situations generate scores that represent their domains validly. These guidelines do not rely directly on two evaluative standards proposed by W. J. Popham (1991), although they share the concern for appropriate test preparation. (SLD)

Test developers have an obligation to create the most appropriate assessment instruments possible as L. J. Kilian argues, but whether they do or not, educators still are responsible for providing test preparation that is professionally ethical and educationally defensible. (SLD)

The use of performance assessments in accountability programs is discussed. Performance assessments have the potential to measure important objectives not easily measured by multiple-choice tests. Nevertheless, they are not suitable for every purpose, and their use should not be oversold. Many psychometric issues remain to be resolved. (SLD)

State and local policies for disseminating information to parents about statewide educational assessments were studied in a survey of 41 state program directors. Two studies in Michigan examined state policies in 201 districts and the degree to which 105 parents understood test results. Implications for information dissemination are discussed.…

Eight criteria developed by the National Forum on Assessment (Washington, DC) as guidelines for evaluating existing and proposed assessment systems at any level are listed. Criteria call for clear definitions and fair assessments to assist educators and policymakers in improving instruction. Continuous review and improvement are recommended. (SLD)

This training module is intended to clarify the notion of portfolio assessment and help users design such assessments. The rationale for assessment alternatives is presented; and portfolio definitions, characteristics, pitfalls, and design considerations are reviewed. The use of portfolios in large-scale assessments is particularly demanding of…

National curriculum assessment in England and Wales is explored, focusing on its troubled implementation. The work of the Task Group on Assessment and Testing and teacher resistance to the mandated testing are discussed. Experiences in England and Wales provide insight into what can be expected in a national assessment system. (SLD)

The testing practices and tests described in the preceding articles are reviewed and compared. This cross-cultural examination identifies some issues that are common to the United States and Europe: (1) the emphasis on performance tasks, (2) the accommodation of language minorities, and (3) concerns about gender differences. (SLD)

Content areas that should be included in testing and measurement courses, subsidiary skills, and means of rationalizing the content and skills are outlined. Areas include basic concepts, assessment uses, assessment planning and development, interpretation of assessments, description of results, evaluation and improvement of assessments, feedback…

Issues involved in classroom assessment training for teachers are discussed. Six dimensions of classroom assessment competence were identified via task analysis. A 10-session workshop is described, and relevant evaluation data are reported. (TJH)

The current status of measurement-related course work requirements for teacher certification and recertification in the United States was investigated. Data were from the "Requirements for Certification," the "National Association of State Directors of Teacher Education and Certification Manual," and a telephone survey of 51…

Cognitive psychologists and measurement specialists have identified several methods for assessing students' knowledge structures. Applications of the Concept Structure Analysis Technique and MicroCAM (a computer-aided method) are described. Other research into schema knowledge is noted. These assessment procedures provide information about student…

During a 28-month period beginning in January 1988, the ERIC Clearinghouse on Tests, Measurement, and Evaluation (ERIC/TM) selected documents submitted by over 800 organizations for entry into the ERIC database. Twenty-three organizations, which submitted 595 (31 percent) of the 1,904 documents accepted by ERIC/TM during that period, are…

Cohen and Hyman's response contains several misunderstandings of the original article by Mehrens and Kaminski. One frequently wishes to make inferences to a domain from a test, but teaching a specific performance and testing for that performance does not allow for a domain inference. (SLD)

The scales of the National Assessment of Educational Progress (NAEP), as constructed, do not yield meaningful criterion-referenced interpretations. Poorly defined NAEP goals and the present knowledge base do not allow the measurement of what examinees can and cannot do. Inappropriate interpretations of NAEP data are discussed, with specific…