Reviews research on whether students should change answers or let first answers stand on objective tests. Finds that the odds are over two to one that a student's score will be raised, rather than lowered, if he or she changes answers. Offers three suggestions for improving students' test-taking strategies. (SR)

The author urges the adoption of take-home exams, whether individual or group efforts, subjective or objective in nature, as they lead to much more reflective thinking, problem solving, and other forms of data analysis than do standard one-period exams. (AN)

Discusses the various means of scoring objective tests. (FL)

The author compares traditional test items with modified versions of the same test items for the purpose of making test questions more pertinent to the realities of daily life. (RK)

Outlines the benefits associated with true-false and multiple-choice tests and sets forth rules for writing effective items for such tests. (FL)

Notes that essay responses allow students to display the broadest range of cognitive skills. Considers ways of improving essay exams and claims that evaluating essay questions necessitates maintaining the author's anonymity, predetermining the method of awarding points, and scoring papers in a random order. (MM)