AVAILABLE FROM Superintend nt of Documents, U.S. Government Printing

Four broad issues of educational tests use are pLesented with their major criticisms: tests meant to hold educators ad school systems accountableihave limited value, and when used to-make decisions concerning individual students tests do not fully reflect the cultural backgrounds of minority students. Testing to evaluate educational innovations and experimental projects is criticized as being too narrow in scope for fair evaluation. Test use to guide teachers is peen as exercising a limiting effect in the classroom. The first recommendation is to develop equivalent tests 1 better tailored to cultural background. A further suggestion is to better fit testing to educational objectives by increased research on criterion-referenced skills tests; application of information-handling technology; and by clarification of basic testing concepts for educators, parents and policy makers. Appropriate test use is discussed. Merging testing with teaching is recommended, using cognitive science analyses, interactive automated teaching-testing and involvement of teachers and scholars in testmaking. Expanded research and development of teiting-learningvk models are suggested within natural class\room situations. A par4a1 list.of new test strategies, references, comments and an appendpr of subject papers are given. (CM) r4 ***?c****************************iive** * ***************t**************** * Reproductions supplied by EDRS a the best that--can be made.. *- from the origin document. r *