Results are reported from a study of the problem-solving abilities of Swedish children aged 12-13. Illustrative problems and conclusions are given to describe a method for defining and testing problem solving. (MNS)

Describes how the author prepares students for the test using genre study and problem-solving strategies. Notes how she struggles with questions about the role that tests play in schools and in children's lives. Notes the importance of teaching students how to take the test, but recognizes it has become more important to help them understand the…

The Selected Marker Tests were examined for scoring problems and internal consistency and were administered orally to sixth and seventh graders. Scoring problems were discovered and changes were suggested. The problem was found to be item reliability rather than interrater reliability. (Author/MH)

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…

Differences in 164 fifth grade students' reading comprehension scores were obtained with four different tasks typically used to measure comprehension (multiple choice, recall, cloze, and maze), using four different reading passages that were equated according to readability formulas. Data analyses revealed significant effects for passage, task,…

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…

Two cases are cited to suggest that problem-solving has more value for the intellectual development of children when compared to the passive virtue of already knowing the answer. (DW)

This article lists a series of ten defects that account for most of the inaccuracies in achievement tests. (Author/AM)

Asserts that the most powerful assessment occurs in the classroom. Argues that assessment instruments must be used in a social context and for a social purpose. States that it is unfortunate that the critical and reflective aspects of responsible assessment are the most vulnerable in a context of high profile accountability testing. (PRA)

The authors hypothesize that the concreteness of the mode of item presentation would influence the subjects' performance on the Purdue Elementary Problem Solving Inventory. Results suggest that the variables of degree of disadvantage and ethnic background are sometimes more relevant than the mode in which the content is presented. (HMV)

Many of the evaluations summarized in state and local Elementary and Secondary Education Act (ESEA) Title I reports have been negatively affected by methodological errors or the use of different, incompatible formats. Although new, detailed evaluation and reporting procedures have been developed for Title I research projects, two problems remain:…

Points to limitations of procedures used by Kim Yap in probing the causal ordering between vocabulary and comprehension skills of primary grade pupils (see EJ 206 255); cautions researchers of reading behavior not to apply Yap's procedures indiscriminately. (HOD)

Explores the three broad thrusts of literature curricula, noting that no test can cover all three. Discusses how the content and objectives of the literature curriculum can be specified and how test questions can be developed for the evaluation of literature comprehension. (HTH)