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California law requires sponsors of standardized tests used for admission or placement purposes in higher education to report certain data annually. Data on each of the 10 batteries of standardized tests affected by the law in 1987-88 are reported, and mean test scores are displayed for students nationally and in California if those averages are available. Two sections present information about two categories of tests: (1) tests used for college admission, placement, and financial awards (Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test; Scholastic Aptitude and College Board Achievement Tests, American College Test, Advanced Placement Examinations; and Test of English as a Foreign Language); and (2) tests used by graduate and professional schools (Graduate Record Examinations; Graduate Management Admission Test; Law School Admission Test, and Medical College Admission Test). Appended are: Senate Bill 1758 (1984) and test sponsor materials for the above-listed tests which comprise about two-thirds of the document. Contains 38 references. (SM)

California law requires sponsors of standardized tests used for admission or placement purposes in higher education to report certain data annually. Data on each of the 10 batteries of standardized tests affected by the law in 1987-88 are reported, and mean test scores are displayed for students nationally and in California if those averages are available. Two sections present information about two categories of tests: (1) tests used for college admission, placement, and financial awards (Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test; Scholastic Aptitude and College Board Achievement Tests, American College Test, Advanced Placement Examinations; and Test of English as a Foreign Language); and (2) tests used by graduate and professional schools (Graduate Record Examinations; Graduate Management Admission Test; Law School Admission Test, and Medical College Admission Test). Appended are: Senate Bill 1758 (1984) and test sponsor materials for the above-listed tests which comprise about two-thirds of the document. Contains 38 references. (SM)

Brief summaries are provided for each of the standardized tests used in California for college admissions and placement, in accordance with the law requiring the filing of financial disclosure and test materials and data for any tests administered to as many as 3,000 persons in the State. The summaries provide narrative and tabulated data concerning the number of persons (by sex and ethnic group, in most cases) having taken the test, the subjects covered by the test, and mean scores. Part 1 describes five tests for undergraduate colleges: the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test; the Scholastic Aptitude Test and College Board Achievement Tests; the American College Test; the Test of English as a Foreign Language; and the Advanced Placement Examinations. Part 2 describes four tests for graduate and professional schools: the Graduate Record Examinations; the Graduate Management Admission Test; the Law School Admission Test; and the Medical College Admission Test. Appended are the California Senate bill requiring disclosure, and the financial disclosure data and additional information provided by the test sponsors which comprise 70% of the document. The document contains 38 references. (KM)

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This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with a variety of topics, including the following: (1) the effects of rating errors on the speech rating process, (2) the efficiency and accuracy of informal assessment procedures in determining instructional reading levels in the elementary school, (3) reading proficiency discriminators derived from definitions of reading based on a national survey of competency tests for grade 11 from 133 large urban school districts, (4) an administrative model for monitoring the teaching of student assessment standards in communication, (5) the relationship between concept of story and a standardized measure of reading comprehension, (6) differences in student comprehension resulting from the use of a probing technique, (7) the effect of different peer performance discrepancy decision rules on the proportion of elementary school students determined eligible for special education assessment in reading or math, (8) the development and validation of a reading attitude assessment instrument for junior high school students, (9) recalculation of four traditional and two cloze-derived readability formulas, (10) a comparison of two models for individual scoring of National Assessment of Educational Progress's 1979-80 reading/literature data for 17-year olds, and (11) an elementary school program for effective acquisition of basic skills. (HTH)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with a variety of topics, including the following: (1) the effects of rating errors on the speech rating process, (2) the efficiency and accuracy of informal assessment procedures in determining instructional reading levels in the elementary school, (3) reading proficiency discriminators derived from definitions of reading based on a national survey of competency tests for grade 11 from 133 large urban school districts, (4) an administrative model for monitoring the teaching of student assessment standards in communication, (5) the relationship between concept of story and a standardized measure of reading comprehension, (6) differences in student comprehension resulting from the use of a probing technique, (7) the effect of different peer performance discrepancy decision rules on the proportion of elementary school students determined eligible for special education assessment in reading or math, (8) the development and validation of a reading attitude assessment instrument for junior high school students, (9) recalculation of four traditional and two cloze-derived readability formulas, (10) a comparison of two models for individual scoring of National Assessment of Educational Progress's 1979-80 reading/literature data for 17-year olds, and (11) an elementary school program for effective acquisition of basic skills. (HTH)

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This report of the California State Postsecondary Education Commission discusses standardized testing at the higher education level in California and is comprised of three parts. Part 1 describes six tests related to undergraduate admission, placement, and financial assistance. Part 2 describes five tests required by graduate programs and professional schools for admission. For each of these tests, the report summarizes what the test is designed to measure, how it is formatted, and how it is used in California. The report also summarizes national and California participation and performance data by sex and major ethnic group for the last 5 years, to the extent this information is provided by the test sponsors. In addition to mean (average) test performance by group, the report reviews available data on the test's predictive validity and standard error of measurement that have implications for appropriate test use. Part 3 reviews the relations between standardized testing and college admission in California and the role testing companies have, or can have, in expanding access for Hispanic, Black, and American Indian students. The report concludes by identifying three areas in which further efforts are needed in order for the Commission to respond more completely to the authorizing statute. Appendices contain State Senate Bill 1416 and test sponsor materials. Contains 43 references. (GLR)

This report of the California State Postsecondary Education Commission discusses standardized testing at the higher education level in California and is comprised of three parts. Part 1 describes six tests related to undergraduate admission, placement, and financial assistance. Part 2 describes five tests required by graduate programs and professional schools for admission. For each of these tests, the report summarizes what the test is designed to measure, how it is formatted, and how it is used in California. The report also summarizes national and California participation and performance data by sex and major ethnic group for the last 5 years, to the extent this information is provided by the test sponsors. In addition to mean (average) test performance by group, the report reviews available data on the test's predictive validity and standard error of measurement that have implications for appropriate test use. Part 3 reviews the relations between standardized testing and college admission in California and the role testing companies have, or can have, in expanding access for Hispanic, Black, and American Indian students. The report concludes by identifying three areas in which further efforts are needed in order for the Commission to respond more completely to the authorizing statute. Appendices contain State Senate Bill 1416 and test sponsor materials. Contains 43 references. (GLR)

The purpose of this guide is to provide a short, ready source of information about the process and problems of the diagnostic assessment of preschool children. Formal test instruments frequently used in the assessment process are listed by category. Detailed discussions of the tests and useful information the classroom teacher can gain from the results are included. Test instruments listed were chosen for their apparent frequency of use in the field of early childhood education. Inclusion in the list does not signify approval by the authors or the sponsoring program. Efforts have been made to keep terminology and jargon to a minimum. Necessary professional terms are defined either in context or in the glossary. The first chapter describes the process and problems of assessment. Reliability, validity, measures of central tendency, and standard scores as well as test scores in relation to classroom performance are discussed in Chapter II. Chapter III discusses how tests are standardized, how the tests may be used, and what information test users should know about a test before it is employed in assessment. Chapters IV, V, VI, and VII provide information about intelligence, academic and pre-academic, speech and language, and visual perception and sensory motor tests, respectively. Chapter IX lists publishers and their addresses. (RH)

This report describes the results of adult education students and upper secondary school students on two recently introduced standardized English tests in Sweden. Comparisons of the results are made between these two categories of students because they are entitled to compete, on an equal basis, for admission into restricted intake programs of study at Swedish universities and other institutions of higher learning. Test results indicated no substantial differences in proficiency between the groups of students compared. There was, however, a slight but statistically insignificant tendency of the secondary school students to do better than the adults. Analysis of results by sex showed that female students achieved higher total scores than male students on one test, but lower on the other. Females scored higher on essay portions of the test, whereas males tended to score higher on non-essay portions of the test. School leaving grades were higher for female students. A brief summary is provided of the outcome of a study determining the intra- and inter-rater reliability of the essay scores. (VWL)

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A report on tests used by California undergraduate institutions and by graduate and professional schools is presented by the California Postsecondary Education Commission. Information is provided on five tests used by undergraduate colleges: the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test, the Scholastic Aptitude Test, College Board Achievement Tests, the American College Test, and the Test of English as a Foreign Language. Also covered are four tests used by graduate and professional schools: the Graduate Record Examinations, the Graduate Management Admission Test, the Law School Admission Test, and the Medical College Admission Test. In addition to describing the tests, information is included on: mean scores by ethnicity and sex, percentages of examinees achieving scaled score levels, and percentile rank ranges by subject area tested. For each test, information is provided by the testing agency on: the beginning and ending dates of the testing year, total times the test was taken during the testing year, and direct expenses for the testing program categorized by type of expense. The text of California Senate Bill 1758 concerning postsecondary education and standardized tests is appended. (SW)

Information is presented on standardized tests used at California undergraduate and graduate/professional schools for admission and placement purposes. The following four tests used at the undergraduate level are described: the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test, the Scholastic Aptitude and College Board Achievement Tests, the American College Test, and the Test of English as a Foreign Language. The following five tests used at the graduate level are also summarized: the Graduate Record Examinations, the Graduate Management Admissions Test, the Miller Analogies Test, the Law School Admission Test, and the Medical College Admission Test. The test descriptions include information on test reliability, measurement errors, the numbers of students taking the test, the ethnic background of test-takers, and mean scores of test-takers. The text of California Senate Bill No. 1758 on standardized tests in postsecondary education is appended, along with extensive information on each test including: number of times the test was taken during the testing year; the number of students who took the test once, twice, and more than twice; fees received from test-takers; and expenses attributable to the test, by type of expense. Twenty-five display tables are included in the text. (SW)

Federal law requires all public school students in grades three to eight to take an annual assessment in reading and math at the end of the year and requires students to take an assessment once during high school. The goal of this assessment is to measure the extent to which all students are meeting the state's academic standards. These standards must align with the knowledge and skills in reading and math that students need to succeed in first-year college reading and math courses. Ensuring all students are held to rigorous standards is a key goal of equity in education. Yet many question the value of yearly standardized testing in schools since the opportunity to receive a high-quality education and graduate high school adequately prepared for college-level academics is still wholly inequitable. Students who are Black, Indigenous, and Hispanic graduate high school at lower rates than their white peers, and they require catch-up coursework in college more often. What is more, the costs and time associated with assessments, delayed results, and failure of tests alone to improve students' academic results leave many to wonder if they are worth the effort at best, and at worst, if they harm students and punish teachers and schools. Still, there are ways to design an assessment to reduce the amount of time it takes to administer, ensure that it collects information about students throughout the year, or base the test on performing tasks. This report describes the advancements in testing technology that make such assessments possible, and it concludes with recommended changes in federal testing policy to make the use of these designs effective. This report is part three in a series about the future of testing in America's schools. Part one of the series "Effective and Equitable Assessment Systems. Future of Testing in Education" (ED617053) presents a theory of action that assessments should play in schools. Part two "Artificial Intelligence. Future of Testing in Education" (ED617052) reviews advancements in technology, with a focus on artificial intelligence that can powerfully drive learning in real time.