Examining the effects of spelling tests on spelling achievement, a study compared two methods of spelling evaluation: (1) the dictated word-sentence-word method, requiring students to write only the spelling words; and (2) the dictated-sentence method, requiring students to write entire sentences containing the spelling words. Two fourth-grade classes (41 students) in a midwest community were taught 20 new spelling words per week from the same commercial series for an entire school year. Both groups also participated in identical spelling activities and study assignments throughout the year. The two groups varied only with respect to the methods of administering the weekly spelling test. Two pretest measures of spelling ability were used--the spelling scores from the Science Research Associates (SRA) achievement test, and a 40-word spelling test developed specifically for this study. The posttest consisted of 20 words randomly selected from the 720-word spelling list for the year, and 20 words randomly selected from the fourth-grade section of the vocabulary list developed by the State Department of Education in Nebraska. Findings indicated that students achieved higher scores on the dictated word-sentence-word method than on the dictated-sentence method. (Five references are appended.) (MM)