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Presents some thoughts on the appropriate amount of testing in innovative programs in education; the level of test difficulty; and the scoring and recording of test results. Most innovative programs require considerable testing; however, there is a danger of overtesting, which must be weighed against the desirability of obtaining information needed for a meaningful evaluation. Particular importance should be given to (1) selecting standardized norm-referenced tests of the appropriate difficulty in remedial programs; (2) selecting appropriate items for criterion-referenced tests, because their validity depends on accurate diagnostic testing; and (3) proper test administration procedures. 8 pp.

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