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Diagnostic Testing and the Disadvantaged Student: A Field in Disarray.

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Title: Diagnostic Testing and the Disadvantaged Student: A Field in Disarray.
Authors: Adolphus, Stephen H.
Peer Reviewed: N
Page Count: 6
Publication Date: 1977
Document Type: Speeches/Meeting Papers
Descriptors: Academically Handicapped, College Students, Diagnostic Tests, Educational Testing, Educationally Disadvantaged, Higher Education, Individual Needs, Information Needs, Prognostic Tests, School Surveys, Student Needs
Abstract: Some basic maxims of the field of diagnostic/prescriptive testing for academically deficient college students are as follows: the end purpose of diagnostic testing must be, not to screen out prospective students, but to match the available resources of the campus to the strengths and weaknesses of the student; testing is the essential tool in individual-centered developmental education; the traditional academic system must be changed so that a good deal of academic activity is structured around needs revealed by the tests; tests of basic skills should pinpoint specific areas of weakness; and all faculty members should be involved in testing. Morality in testing involves observing the rights of those being tested, using valid tests, and using test findings in a positive and sophisticated manner. A final maxim is that those in the testing field are in a state of disarray. Forty-four institutions in New York, when asked what diagnostic or prescriptive tests they used with educationally disadvantaged students, listed more than 30. The most frequently cited test was "own" test, a self-developed test, used by 17 of the 44 schools. Such disarray indicates a need for more information-sharing among those in the field of testing. (GW)
Notes: Paper presented at the Annual Conference on Remedial/Developmental Studies in Postsecondary Education (1st, Chicago, March 18, 1977)
Journal Code: RIENOV1977
Entry Date: 1977
Accession Number: ED140281
Database: ERIC
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PubType: Conference
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  Data: Diagnostic Testing and the Disadvantaged Student: A Field in Disarray.
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  Data: <searchLink fieldCode="AR" term="%22Adolphus%2C+Stephen+H%2E%22">Adolphus, Stephen H.</searchLink>
– Name: PeerReviewed
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 6
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1977
– Name: TypeDocument
  Label: Document Type
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  Data: Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Academically+Handicapped%22">Academically Handicapped</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+Tests%22">Diagnostic Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Testing%22">Educational Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Educationally+Disadvantaged%22">Educationally Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Needs%22">Individual Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Needs%22">Information Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Prognostic+Tests%22">Prognostic Tests</searchLink><br /><searchLink fieldCode="DE" term="%22School+Surveys%22">School Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Some basic maxims of the field of diagnostic/prescriptive testing for academically deficient college students are as follows: the end purpose of diagnostic testing must be, not to screen out prospective students, but to match the available resources of the campus to the strengths and weaknesses of the student; testing is the essential tool in individual-centered developmental education; the traditional academic system must be changed so that a good deal of academic activity is structured around needs revealed by the tests; tests of basic skills should pinpoint specific areas of weakness; and all faculty members should be involved in testing. Morality in testing involves observing the rights of those being tested, using valid tests, and using test findings in a positive and sophisticated manner. A final maxim is that those in the testing field are in a state of disarray. Forty-four institutions in New York, when asked what diagnostic or prescriptive tests they used with educationally disadvantaged students, listed more than 30. The most frequently cited test was "own" test, a self-developed test, used by 17 of the 44 schools. Such disarray indicates a need for more information-sharing among those in the field of testing. (GW)
– Name: Note
  Label: Notes
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  Data: Paper presented at the Annual Conference on Remedial/Developmental Studies in Postsecondary Education (1st, Chicago, March 18, 1977)
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  Data: 1977
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  Data: ED140281
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      Pagination:
        PageCount: 6
    Subjects:
      – SubjectFull: Academically Handicapped
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Diagnostic Tests
        Type: general
      – SubjectFull: Educational Testing
        Type: general
      – SubjectFull: Educationally Disadvantaged
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Individual Needs
        Type: general
      – SubjectFull: Information Needs
        Type: general
      – SubjectFull: Prognostic Tests
        Type: general
      – SubjectFull: School Surveys
        Type: general
      – SubjectFull: Student Needs
        Type: general
    Titles:
      – TitleFull: Diagnostic Testing and the Disadvantaged Student: A Field in Disarray.
        Type: main
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          Name:
            NameFull: Adolphus, Stephen H.
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          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 1977
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