Providing examinees with advanced knowledge of the difficulty of an item led to an increase in test performance with no loss of reliability. This finding was consistent across several test formats. ( Author/JKS)

Two case examples are presented to illustrate the problems that many mildly learning disabled or mildly mentally retarded students encounter in taking notes and taking tests. (SBH)

Investigates how student ability, anxiety level, question wiseness, and relative difficulty of questions influence students' opinions of and performance on a chemistry examination. Examines strategies employed by students in selecting questions. Concludes that the major problem for test candidates is anxiety. (Author/DB)

Four dimensions of bilingual measurement are defined, and three major topics in the assessment of language proficiency and language dominance are discussed: selection of the language components to be assessed; appropriateness of certain elicitation tasks used; and general checkpoints that can be used to evaluate language proficiency dominance…

Two instruments are presented: a modified Bogardus Social Distance Scale measures the behavioral aspect; factor I of a semantic differential test measures the affective aspect; factors II and III measure the cognitive. Development of the instruments is described, and suggestions are given for administering and scoring. (Author/KM)

Provides a sample of ERIC documents representative of those in the system focusing on the evaluation of communication instruction programs. (MH)

An experimental year of oral testing using the language laboratory at Victoria University is described. A new first-year 12-credit course is primarily a language course based on audiovisual/lingual methods. The content, evaluation, and administration of oral expression tests and performance tapes are covered. (SW)

A distinction is made between the terms basic skills and minimum competence. The impact of minimum competency requirements is discussed through its affect on the scope and structure of current mathematics curricula, and the assessment instruments needed for valid measures of mathematical competence. (JT)

Trained raters analyzed the educational and psychometric quality of standardized mathematics tests for high school students in the United States. Results showed many tests to be weak in common types of validity and reliability. General mathematics tests had, as a rule, higher ratings than applied mathematics, algebra, or geometry tests. (Author/MN)

Pragmatic questions and critical issues related to tests of minimal competence in mathematics are raised. (JT)

Comments upon objective test items which evaluate history students' analytical and interpretive skills. Concludes that properly constructed multiple choice test items go beyond testing for rote memorization of content. (Author/DB)

Retention practices are poorly documented yet the most comprehensive research on retention (Holmes and Mathews) shows that children who repeat a grade make less progress than similar children who are promoted. Explores the contradiction existing between school reform policy and actual retention practice. (MD)

Senior-year mathematics test scores are highly dependent on the number of mathematics courses taken at the level of Algebra I or above. Sophomore students with similar levels of mathematics achievement may be expected to improve similarly regardless of race or sex by taking additional mathematics courses. (MNS)

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)

This special issue covers recent technical developments in the field of criterion-referenced testing. An introduction, six papers, and two commentaries dealing with test development, test score uses, and evaluation of scores review relevant literature, offer new models and/or results, and suggest directions for additional research. (SLD)