Basic rules of test construction are detailed to provide teachers with ways to improve the validity and reliability of teacher-made tests and worksheets. Designing the test, writing the items, and scoring the test are each discussed. The critical need for good instruments is promoted. (MP)

Helping students prepare for the annual achievement test is the focus. The structure of the test and how test makers anticipate wrong answers is explored with students. (MNS)

Information is provided on results from the Second International Mathematics Study conducted in 1981-82 in 236 eighth-grade classrooms in the United States. Content taught, teacher characteristics, types of instruction, attitudes, knowledge, and comparisons with students in other countries are discussed. (MNS)

Elementary school mathematics curricula are being developed that are designed to use calculators. As the calculator-integrated curricula are developed, tests must be developed that involve the use of calculators. Some examples of how achievement tests using calculators would be different are considered. (RH)

Various ways of evaluating pupil learning both before and after testing are discussed. Described are some techniques to ascertain how individual children are doing. Using pupils' errors is also considered. (MNS)

The decision by the Connecticut State Board of Education to endorse use of calculators on the state's new eighth-grade mastery test was followed by the purchase of calculators for the students. The role of calculators in society and the curriculum is discussed, as well as testing goals. (MNS)

The purpose is to assist teachers in determining parallels between the content of mathematics instruction which they provide and the content tested by the four most widely used standardized tests of elementary mathematics. Striking differences in content covered by the tests are noted. (MP)

Cross-number puzzles are presented as both learning devices and as means of student evaluation. (MP)

This article calls attention to testing as an integral part of teaching mental computation. It begins with an overview of students' performance and is followed by some specific suggestions for testing mental computation skills in the classroom. (Author)

What two teachers found when they took a close look at the results of a sentence-solving test given in grades four and five is reported. Error patterns appeared less frequently after instruction but recurred on retention tests. How students can be helped is suggested. (MNS)

Mathematics success or failure is noted as possibly related to the way in which material is presented rather than to the subject itself. Teachers are encouraged to have pupils complete a questionnaire that is designed to measure their mathematical "state of health." Instructors are told to identify learning styles. (Author/MP)

Describes interviews with four primary age children. Uses the results of the interviews to support a shift from the assessment of performance to the assessment of understanding. (PK)

Activity sheets posing problems in which students must examine and test various possibilities are presented. (SD)

Dialogue from an interview with a child about division basic facts is presented. The facts are considered by groups, and specific errors are noted. Finally, remediation ideas are given. (MNS)

The results of exercises related to fractions on the National Assessment of Educational Progress (NAEP) for 9- and 13-year-olds are reported. This discussion is followed by suggestions on ways to help students be more successful when adding fractions. (MP)