In "Test-Specific Thinking," the authors provide recommended practices, methods, and means for educators to implement structural schemas into teaching, helping students better prepare for tests and formulate stronger responses to certain question frames. Armed with a better understanding of how tests are designed, teachers will increase…

In order to make an intelligent advance in any school practice a knowledge of what schools are doing in that practice is almost indispensable, since a transition in procedures must be a growth from the one to the other. This bulletin gives this background of facts concerning the use of tests and examinations by the different subject departments in…

Identifies the underlying concepts of student evaluation. Offers suggestions for evaluating musical achievement. Maintains that all evaluations are subjective, and suggests techniques for minimizing subjectivity. Considers various test formats, and discusses objectives for both classroom and performance achievement. (RW)

The French as a Second Language model tests for junior high school instruction presented here were designed to evaluate students' language performance as outlined in the learner expectations of the Alberta (Canada) second language curriculum. They focus on the specific fields of experience of these levels, but may be adapted for local contexts. An…

The French as a Second Language model test (intermediate level) was designed as a criterion-referenced test using established criteria to measure attainment of learner expectations outlined in the Alberta (Canada) second language curriculum. It is intended for use at the junior and senior high school levels. Each test is based on an organizing…

This guide focuses on use of the North Carolina Vocational Competency Achievement Tracking System (VoCATS)-designated software in the instructional management process. (VoCATS is a competency-based, computer-based instructional management system that allows the collection of data on student performance achievement prior to, during, and following…