Shows how to assure fairness in grading essay exams by having students place a code number instead of their names on their essays. Notes that student reaction has been overwhelmingly positive. Argues that the approach can be used in a wide variety of educational circumstances. (RS)

While today's curriculum is largely driven by standards, many teachers find the lack of specificity in the standards to be confounding and even intimidating. Now this practical book provides middle and high school teachers with explicit guidance on designing specific objectives and developing appropriate formative and summative assessments to…

Describes a test to determine students' understanding of poetry that avoids the difficulties of objective tests and involves the students with poetry on the test. (TJ)

Describes an approach to teaching the essay exam unit in a university reading and studies skills class. Notes that students grade their own essay answers. (SR)

Presents expert advice on how to write effective tests and offers suggestions for teaching children how to take tests. (JMB)

Describes the problems some basic writing students have had generating ideas for writing in response to timed essay tests. Proposes a technique based on the classical notion of the "topoi," which enables students to generate ideas and equips them for participation in the social and political dialogs they encounter in higher education.…

The use of essays in higher education is discussed. It is suggested that essays have two clear but always separate functions: a teaching-learning function and an assessment function. The assessment may be formal, as when essays are given a mark that contributes to the final classification, or informal, when the essay may not formally count but is…

The decision of whether to use essay tests or multiple choice tests depends on several qualifiers related to the different characteristics of the tests and the needs of the situation. The most important qualifier involves matching the type of test to the instructional objectives being tested, with multiple choice tests being used to measure a…

Defining a web as a diagrammatic representation of any logical train of thought, this article describes how to use the web as a tool for teaching and evaluating essays. Provides several web diagrams. (JDH)

The author, a former chief reader for Advanced Placement European History, provides secondary school and college instructors with criteria for constructing essay examinations. Topics include goals, language/wording, directions, sequence of questions, breadth versus specificity, compare and contrast questions, quotations, dates, and current events.…

Provides some suggestions for testing handicapped learners using essay and objective tests. Sources for audiotapes of textbooks and supplementary readings for visually impaired students are also indicated. (CMV)

Describes the essay test feedback technique of selecting a very good, or full-credit, essay answer from a student in class and distributing an anonymous copy of it to all class members. Reports that the results of a student assessment of the technique indicated that this form of feedback is helpful. (DSK)

Outlines the importance of essay tests as a method of learning and discovery. Suggests ways of helping students approach essay questions, how to determine what information is necessary for a complete answer, and how to fulfill those requirements. (KEH)

Evaluates the effectiveness of the PORPE (Predict, Organize, Rehearse, Practice, Evaluate) integrated study strategy system in increasing college students' learning in an actual classroom setting. Finds that PORPE is a practical, durable strategy for learning content area concepts. (RS)

Describes the pros and cons of using written essay examinations. Reviews the history of the basic arguments for and against essay exams. Considers essay exams as forms of writing, in relation to portfolio assessment, and as reliable instruments of assessment. Advocates the use of timed, impromptu essay exams. (HB)