THE EDUCATIONAL TESTING ACT OF 1981 TUESDAY, JULY 21, 1981 HOUSE OF REPRESENTATIVES, SUBCOMMITTEE ON ELEMEN- Washington, D.C. The subcommittees met, pursuant to call, at 9:30 a.m., in room 2175 of the Rayburn House Office Building, Hon. Carl Perkins (chairman of the full committee) presiding. Members present: Representatives Perkins, Simon, Peyser, Weiss, Erdahl, and Craig. Staff present: John F. Jennings, counsel; and William Blakey, counsel; Nancy L. Kober, legislative specialist. Chairman PERKINS. The Subcommittee on Elementary, Secondary, and Vocational Education and the Subcommittee on Postsecondary Education are conducting a joint hearing this morning on H.R. 1662. [Text of H.R. 1662 follows:] (1) To require certain information be provided to individuals who take standardized educational admissions tests, and for other purposes. IN THE HOUSE OF REPRESENTATIVES FEBRUARY 4, 1981 Mr. WEISS (for himself, Mrs. CHISHOLM, Mr. MILLER of California, Mr. GIBBONS, Mr. MOFFETT, Mr. RICHMOND, Mrs. SCHROEDER, Mr. WALGREN, and Mr. DIXON) introduced the following bill; which was referred to the Committee on Education and Labor A BILL To require certain information be provided to individuals who take standardized educational admissions tests, and for other purposes. 1 Be it enacted by the Senate and House of Representa 2 tives of the United States of America in Congress assembled, 3 4 SHORT TITLE SECTION 1. This Act may be cited as the "Educational 5 Testing Act of 1981". 2 1 2 3 that FINDINGS AND PURPOSE SEC. 2. (a) The Congress of the United States finds (1) education is fundamental to the development of individual citizens and the progress of the Nation as a whole; (2) there is a continuous need to ensure equal access for all Americans to educational opportunities of a high quality; (3) standardized tests are a major factor in the admission and placement of students in postsecondary education and also play an important role in individuals' professional lives; (4) there is increasing concern among citizens, educators, and public officials regarding the appropriate uses of standardized tests in the admissions decision of postsecondary education institutions; (5) the rights of individuals and the public interest can be assured without endangering the proprietary 15 16 17 18 19 20 21 22 23 24 (b) It is the purpose of this Act rights of the testing agencies; and (6) standardized tests are developed and adminis tered without regard to State boundaries and are uti lized on a national basis. 1 2 3 4 5 6 7 8 6 10 11 12 13 14 15 16 17 3 (1) to ensure that test subjects and persons who use test results are fully aware of the characteristics, uses, and limitations of standardized tests in post secondary education admissions; (2) to make available to the public appropriate information regarding the procedures, development, and administration of standardized tests; (3) to protect the public interest by promoting more knowledge about appropriate use of standardized test results and by promoting greater accuracy, validity, and reliability in the development, administration, and interpretation of standardized tests; and (4) to encourage use of multiple criteria in the grant or denial of any significant educational benefit. INFORMATION TO TEST SUBJECTS AND POSTSECONDARY EDUCATIONAL INSTITUTIONS SEC. 3. (a) Each test agency shall provide to any test. 18 subject in clear and easily understandable language, along 19 with the registration form for a test, the following 20 information: (1) The purposes for which the test is constructed and is intended to be used. (2) The subject matters included on such test and the knowledge and skills which the test purports to measure. 4 (3) Statements designed to provide information for interpreting the test results, including explanations of the test, and the correlation between test scores and future success in schools and, in the case of tests used for postbaccalaureate admissions, the standard error of measurement and the correlation between test scores and success in the career for which admission is sought. (4) Statements concerning the effects on and uses of test scores, including— (A) if the test score is used by itself or with other information to predict future grade point average, the extent, expressed as a percentage, to which the use of this test score improves the ac curacy of predicting future grade point average, over and above all other information used; and (B) a comparison of the average score and percentiles of test subjects by major income groups; and (C) the extent to which test preparation courses improve test subjects' scores on average, expressed as a percentage. (5) A description of the form in which test scores will be reported, whether the raw test scores will be altered in any way before being reported to the test |