Describes a Q-sort type instrument useful in obtaining descriptive information about teaching methods and curriculum materials used in the science laboratory, including information for, among others, developing operational definition of constructs (inquiry), diagnosing problems in curriculum development or implementation, and monitoring the effect…

A professor of physical chemistry sees a sharp decline in math competence among his students and feels the reason is poor testing. How this can be changed is outlined, including a proposal to examine by computer. (Author/MSE)

Presents an evaluation of a 16+ Nuffield physics test. Lists topics covered on the test. Reviews student performance and indicates that the text discriminated at both ends of the ability range. (SK)

Lists questions and answers to a chemistry "trivia test," appropriate for secondary school students. (CS)

Two exam questions are presented with explanations of the acceptable solutions. The first deals with hybridization and the second with empirical formulas. (SA)

Five forms of a basic science examination administered over three years in a national board testing program were analyzed to determine the stability of judged cut scores. Results indicate that cut scores derived from the modified Nedelsky procedure were within equating error of the Rasch equated cut scores over the five administrations. (SLD)

This study reports a multitrait-multimethod analysis of evidence relating to the validity of reporting on subdomains in science from national tests at age 14 in England and Wales in 1993. Data support the policy decision to report only a single test level. A multitrait-multiform analysis is also described. (Author/SLD)

Discusses teaching the names, symbols, and charges of 53 common ions along with those of the elements. Provides an ion quiz sheet. (YP)

By creating science achievement tests that satisfy cognitive fidelity and process relevance criteria, educators will produce achievement indicators that serve a reporting function and still benefit the educational system. The true test of students' understanding is hands-on assessment in a laboratory situation. Includes eight references. (MLH)

Determined is the logical reasoning necessary to construct line graphs including a straight line with a positive or negative slope and an exponentially increasing curve. The responses of subjects (grades 6-12) were classified into one of nine categories fitting with Piagetian operational structures. (Author/YP)

The misconceptions related to the concepts of force and acceleration among college students are explored. Misconceptions are identified and their occurrence among a large percentage of students are observed. Provided are some implications for physics teaching and an eight-item test. (Author/YP)

Describes the use of a laboratory-based exam in mechanics that makes students use metersticks, stopwatches, and spring scales to examine physical situations, make some calculations to predict what will happen, and then test their predictions. Includes a description of the lab stations for the actual exam. (JRH)

Considers how computers might help broaden assessment practices by examining the types of test items that might be used in computer environments. Explores ideas from cognitive psychology and research on problem solving. Contains 17 references. (DDR)

Explored methods for detecting gender-based differential item functioning on a science test that was part of the National Education Longitudinal Study of 1988. Exploration of conditioning variables and interviews with 25 high school students show a large male advantage for one item in particular. Discusses the basis of gender differences. (SLD)

Discusses the performance of 11th-grade students from Barbados, Belize, Jamaica, St. Lucia, St. Vincent, and Trinidad (n=1216) on an Errors in Biological Labeling Test (EBLT). Concludes that performance was low in six categories of errors, and that girls performed significantly better on each category of error than did boys. Contains 15…