Reviews materials in the ERIC data base that can be used to teach students test-wiseness skills such as cue- using strategies, time using, error avoidance, guessing, deductive reasoning, answering analogies, and answering multiple choice questions. (MKM)

Examines the development of standardized reading comprehension tests in the critical states from the early 1900s through current testing trends. (AEA)

Compares multiple choice testing with free response formats in terms of the cognitive operations each type demands. (HOD)

Criticizes the Detroit Tests of Learning Aptitude 2 (DLTA-2): (1) scoring criteria for the Story Construction Test are questionable; (2) the Word Fragment Test may not be practically significant; (3) the Picture Book is inconvenient to use without an index or table of contents. One major strength is the provision for combining subtest scores. (SRT)

Reports on a study that found an alternative cloze test format both valid and practical when compared to the conventional cloze format. (HOD)

Describes the uses and limitations of the revised Reading Evaluation Adult Diagnosis test. (HOD)

Reports that reading performance on a standardized test is better when the text is displayed in print, rather than on a computer display screen. (HOD)

Describes the test, The Degrees of Reading Power, developed by the New York State Education Department for use as a formalized "informal reading inventory." (MKM)

Describes a procedure termed free associational assessment that uses free recall and associational thinking. A sample lesson is provided. (HOD)

Reviews the Stanford Writing Assessment Program that has three intended uses: district-wide survey of students' writing ability, diagnosis of classroom or district-wide instructional strengths and weaknesses, and staff development through training for administering and scoring of writing samples. Notes that of these uses, none is necessarily best…

Reviews the Curriculum Referenced Tests of Mastery that are intended to measure achievement, with the emphasis on measuring what a student has learned rather than predicting future success in school, concluding that the tests are worthy of consideration by any district. (HOD)

Reviews the 3-R's Test that measures achievement in three academic content areas: reading, language, and mathematics. Cautions that it lacks data supporting its validity and scaling. (HOD)

Describes the Prueba de Lectura y Lenguaje Escrito (PPLE--roughly translatable as the "Test of Early Language Development") that may meet the need for standardized and diagnostic tests of reading and written composition in Spanish. (HOD)

Reviews a secondary school version of the Test of English as a Foreign Language (TOEFL) that focuses on two of the primary language skills: listening and reading. Subtest includes a variety of tasks measuring semantic, syntactic, and higher-level reading comprehension abilities. (NKA)

Examines the changes made in the Nelson Reading Skills Test, Forms 3 and 4, noting that the authors of the revised test have strengthened the test by requiring students to define words in context and by adding sections related to phonic skills, word parts, and reading rate. (HOD)