Investigates gender-related effects of a problem-solving plan for sixth graders (n=155). Analysis indicates a significant interaction effect of occasion of testing, test sequence, and gender. Concludes that females benefited from free exploration, of problem situations followed by an organized exploration whereas males appeared to function equally…

The hypothesis examined suggests that prequestions should be more facilitating than postquestions in directing students to the information necessary for a problem's solution. Fourteen problems were designed for a criterion measure, and 52 students in community college intermediate algebra classes were the subjects. Results indicated question…

The effect of testing format on achievement was investigated. Statistical analysis indicated no significant differences between any of the four formats used. (MK)

Examples of possible methods for unobtrusively evaluating student progress through real problem solving outcomes without formal testing are illustrated. These methods include the use of interviews, artifacts, observations, I learned statements, checklists, flow of discussion charts, and self-awareness exercises. (MN)

A study to investigate one of the mechanisms teachers may use to convince themselves incorrectly that students have learned science concepts requiring formal operational ability is presented. The investigation indicates instructors may actually teach and test for memorization of algorithms rather than understanding. (MP)