A true-false measure concerning the interpretation of intelligence quotients (IQ) is presented. The correct responses to the 10 items, and a brief explanation of each, are also included. The author attempts to reveal many misconceptions about the interpretation of IQ scores. (DWH)

Guidelines developed specifically for cases in which objectively scored written tests are to be used are described. When objective cognitive tests are properly built and used, they can serve four educationally important functions. These tests provide the instructor information on what a student can and cannot do. The instructor needs this…

Answer changes on tests are more likely to be made on items early in a group of questions, toward the end of a test, and on difficult items. The reasons for this student behavior are examined. (Editor/JD)

The author presents a formula for scoring true-false and multiple-choice questions which produces a score directly related to the number of incorrect alternatives the student is able to eliminate on each question.

This is a report from the Project on Individually Guided Mathematics, Phase 2 Analysis of Mathematics Instruction. The report outlines some of the characteristics of probability measurement procedures for scoring objective tests, discusses hypothesized advantages and disadvantages of the methods, and reports the results of three experiments…

The question whether the range of assessment for a course in Greek literature in translation can be broadened to include multiple choice tests is explored. An experimental test is described and evaluated. (RM)

Author claimed and defended the position that none of the tests used in educational measurement is optimum for its role in program assessment. As well, he described the type of test he thought best for the task of assessment. (Author/RK)

Research supported by the U.S. Office of Education, Contract OEC-6-10-239.

Effects of blind guessing on the success of passing true-false and multiple-choice tests are investigated under a stochastic binomial model. Critical values of guessing are thresholds which signify when the effect of guessing is negligible. By checking a table of critical values assembled in this paper, one can make a decision with 95% confidence…

With no previous training in data processing, a teacher can set up a computer scoring program for objective test materials that will save many hours of manual work in test correction, scoring, ranking, and item analysis. Teachers, school administrators, and counselors can employ statistical information contained in computer printout sheets to plan…

The grouping procedure for objective type examinations described in this paper can be a helpful tool in making examinations learning experiences for students. The technique provides instructors with specific information for planning remedial programs and helps them evaluate the curriculum and their teaching. (Author)

Condensed from "The Bulletin of the National Association of Secondary-School Principals, Volume 52 (December 1968), 32-42.

Critically discusses existing objective tests of students' language abilities. (RD)