The consequences of formula scoring versus number right scoring are examined in relation to the assumptions commonly made about the behavior of examinees in testing situations. The choice between the two is shown to be dependent upon having reduced error variance or unbiasedness as a goal. (Author/JKS)

Emrick's proposed method for determining a mastery level cut-off score is questioned. Emrick's method is shown to be useful only in limited situations. (JKS)

A mathematics achievement test with instructions to avoid guessing wildly was given to 168 elementary school pupils who were later asked to complete all the questions using a differently colored pencil. Results showed examinees, particularly the more able students, tend to omit too many items. (CTM)