The five studies reported on in this article investigated the effects of testing schemes on end-of-course achievement. Variables were frequency of testing, repeated or non-repeated tests, and single-unit or cumulative tests. Results are discussed. (Author/MT)

This study surveyed 53 master's level students in two tests and measurement classes to determine if and in what fashion they had been victimized by testing and evaluation. The purpose of this activity was to acquire personal data which could be used to both dramatize and formulate criteria for the construction of classroom tests. A majority of…

This paper describes the experience of the Clemson University (South Carolina) faculty in choosing and administering a commercially available standardized test to assess general education at that institution. The paper emphasizes the importance of faculty involvement in the assessment of general education and its impact on the success of the…

Information about student achievement outcomes is presented, and tests for each outcome area are described. The tests are categorized according to knowledge objectives, skill objectives, and intellectual disposition. Knowledge objectives include comprehension of facts and principles within a particular discipline (specialized knowledge) or a broad…

Emerging and traditional forms of assessment in U.S. higher education are considered in this collection of five conference papers from the 1985 National Conference on Assessment in Higher Education. Included are a foreword by Education Secretary William J. Bennett and concluding remarks by Clifford Adelman. Paper titles and authors are as follows:…

Recognizing the lack of public confidence in the schools, public officials and educators should discuss the proper use and limitations of competency testing and the implementation of national tests. Competency tests should be used for diagnosis, for certifying that students possess basic skills, and for public awareness. They should not be the…