Discusses issues involved in the construction, validity, and use of tests that evaluate educational progress, especially those that assess higher-order cognitive functioning. Reviews the four articles in this special issue. (FMW)

This paper examines ways in which the teaching of critical thinking skills at the college level have been evaluated. It is noted that two problems exist in using validated tests for critical thinking: (1) intelligence tests do not address critical thinking in specific courses or fields of knowledge; and (2) validated tests are not designed to…

New approaches to assessing intelligence are discussed, as well as new intelligence tests. Among the developments are investigating neurometrics, adapting testing to the effects of technology on children, countering cultural bias, assessing social intelligence, focusing on aspects of cognitive styles, measuring learning potential, and using…