Presents a sample HyperQuiz, a strictly-for-fun, genius trapping contest for occasions when the syllabus and coverage do not bear down too severely. Promotes collaboration between students, library research, and development of scientific thinking skills. (JRH)

Ten suggestions are offered for managing disruptive behavior so that optimal test performance is elicited from children (ages 2-12), including: establish rules and teach a ready position; provide praise; give effective instructions; use rewards; time breaks carefully; use active ignoring and redirection; use choice statements; and maintain…

Suggestions and recommendations are made for using the Perkins-Binet Tests of Intelligence for the Blind for low vision and blind children. Suggestions cover such aspects as organization and preparation prior to administration and scoring. (CL)

Suggests reasons for the lack of change in biochemistry courses and proposes mechanisms to enhance change. Advocates a problem-solving approach using nontraditional questions on examinations. Provides examples of how traditional questions can be rewritten to reflect a problem-solving approach. (PR)

Authors propose a simple and inexpensive activity to provide an exciting source of information about biological processes that occur during eutrophication of lakes and ponds. The observations and interpretations that take place during the eutrophication of the Windogradsky water column constitutes an illustrative approach for understanding…

Identifies general and specific skills for taking tests. Contends that students who use effective general test-taking skills improve their performance on standardized tests. (JDH)

Basic rules of test construction are detailed to provide teachers with ways to improve the validity and reliability of teacher-made tests and worksheets. Designing the test, writing the items, and scoring the test are each discussed. The critical need for good instruments is promoted. (MP)

Reviewed are the issues of planning, student preparation, exam scheduling, student verification, and software security. Discussed are the effects on student scores of exam scheduling and of students' familiarity with computers, student evaluations of the exam, and security and technical difficulties. (Author)

Presents recommendations for improved testing practices in science based on an examination of contemporary assessment literature and interviews with educators. The recommendations address test format, teacher involvement in all steps of the testing process, and use of sampling strategies and computer technology. (MBR)

The purpose of the Idaho Direct Mathematics Assessment (DMA) is to measure Idaho students' mathematical problem-solving skills, including their ability to apply basic skills to problem-solving situations as stated in the Idaho Achievement Standards document. Problem solving is valued as an essential tool for success in a complex, modern world. The…

Modifications in content and structure of basic courses in biochemistry are suggested to amend insufficiencies in biochemical education. Presents information on how molecular cell biology course was designed and evaluated to promote self-study. Senior undergraduate tutors were novelty of the course. Students rated the course highly for being…

The purpose of the Idaho Direct Mathematics Assessment (DMA) is to measure Idaho students' mathematical problem-solving skills, including their ability to apply basic skills to problem-solving situations as stated in the Idaho Achievement Standards document. Problem solving is valued as an essential tool for success in a complex, modern world. The…

Details are provided about the American High School Mathematics Examination (AHSME), the American Invitational Mathematics Examination (AIME), and the USA Mathematical Olympiad (USAMO). The AIME will first be offered in 1983 as an intermediate examination between the AHSME and the USAMO. An appendix provides several sample problems. (MP)

Compares instructions for taking a ninth-grade achievement test to the reality of the conditions in which the test was actually taken. (NKA)

Argues that instruction in thinking skills must be regularly assessed in the classroom. Offers an example of a basic format for testing thinking skills. Concludes that teachers must test thinking skills if such skills are to be valued by students. (JDH)