Provides guidelines for designing or evaluating tests for measuring student competencies in an accounting class. (GC)

The use of multiple-choice test items measuring content-specific pedagogical knowledge (C-P) as a viable method of increasing the validity of teacher tests is described. The purposes of the paper are to: (1) present examples of multiple-choice test items used for the assessment of C-P and contrast these items with items used for assessing content…

Discusses problems encountered in using the Matarazzo Checklist to rate students' interviewing skills with psychiatric patients. (RM)

Describes a classroom demonstration that illustrates the error of using an inappropriate test to conclude that a specific ability does not exist within a subject or a population. Shows ways to expand the lesson to cover the issue of null conclusions. Points out social and methodological implications of the demonstration. (Author/LS)

Discusses aspects of quantitative experimental design to help college science faculty investigate college-level science instruction. (PR)

Offers practical tips on how teachers can determine whether classroom tests are actually measuring what they are designed to measure. Discusses criterion-related validity, construct validity, and content validity. Demonstrates how to determine the degree of content validity a particular test may have for a particular course or unit. (Author/DH)

Discusses one attempt to find innovative answers for questions regarding advanced English-as-a-Second-Language writing-placement testing. (MG)

A discussion of good test criteria reviews the basic concepts of test theory, examines four types of validity, outlines the concept of reliability and its coefficients and limitations, makes suggestions for gauging test quality, and demonstrates use of the standard error of measurement for estimating the likelihood of misgrading. (MSE)

College students in an introductory psychology course constructed a personality test. They were then asked to administer the test to two students not enrolled in the course and to bring responses to class the following week, at which time they analyzed and discussed the results. (RM)

Identifies current issues in argumentation by reviewing writings in "JAFA," a scholarly journal with an argumentation focus. Also examines seven recent undergraduate texts in terms of their treatment of those issues. (PD)

Describes a course about interpretive research methods. Argues that the course is different than many methods courses in that it does not ask students to conduct field research, but rather, to read ethnography and focus on why ethnographers do what they do. Considers a unit about validity in detail. (DSK)

The use of objective tests in higher education, both as an additional dimension to examinations and as part of the teaching and learning process, is considered. Specific concerns are the characteristics, functions, and limitations and the appropriate systems of organization and management of tests. The following types of objective items are…

The evaluation tools written by teachers are rarely valid or reliable. One teaching aid that can help in the creation of an effective evaluation instrument is called a test map. A test map is a systematic method to consider variables that are important in the construction of the format of a test. Five variables that are discussed in the test…

This collection contains four papers that were presented as part of a short course delivered at the 1991 annual meeting of the Speech Communication Association. The papers discuss various aspects of the development and use of "The Competent Speaker," a public speaking assessment instrument designed for the college sophomore level. The papers and…

The benefits of using essay tests rather than objective tests in professional education programs are discussed. Essay tests offer practice in writing, creativity and formal communications. Guidelines for using and scoring a sample essay test in biology are presented. (BH)