Reviews different types of tests that a science teacher may use. Selection of a particular test depends on various predetermined achievement criteria. Some useful hints are given for teachers for constructing their own tests. (PS)

The union and disjunction models for combining individual test marks to yield final grade distributions are outlined and examined empirically in two educational psychology classes. (Authors/CB)

This paper develops theory and methods for the application of the Bayesian Model II method to the estimation of binomial proportions and demonstrates its application to educational data. (Author/RK)

Describes an experimental program begun by San Diego City Schools for students identified as gifted, who gain further opportunity to develop their potential. (RK)

Describes the Topeka Public Schools Reading Clinic, Centers, and Services, which provide inservice work for teachers, remediation for children, and concentrated clinical diagnosis. Bibliography. (RW)

This reports the effect of the Certificate of Secondary Education examination system in improving education and educational and occupational opportunities for the English Secondary Modern School student. (VW)

Changes made in the student descriptive questionnaire, admissions testing program. (IR)

Describes innovative method of administering a final examination. (AD)

This analysis of the role of testing in educational programs and services maintains that the connection between tests and instruction is best made integrally through an understanding of the design of learning tasks rather than through linkage. The context for, use of, and limitations of task structures are described. (Author/CM)

An essential element in establishing educational equity is the use of educational testing and standardized norm-referenced tests, in particular, to identify and analyze problems in school effectiveness. The performance of children from low-income families is the best indicator of school response to minimum skills needs. (CM)

Three item selection methods for criterion-referenced tests are examined: the classical theory of item difficulty and item-test correlation; the latent trait theory of item characteristic curves; and a decision-theoretic approach for optimal item selection. Item contribution to the standardized expected utility of mastery testing is discussed. (CM)