Discusses issues in reading assessment, including the concern that tests can not measure the reading process. Concludes that tests will never be more than useful indicators; calls for more research and examination of existing and new types of reading comprehension tests. (MM)

Explores the three broad thrusts of literature curricula, noting that no test can cover all three. Discusses how the content and objectives of the literature curriculum can be specified and how test questions can be developed for the evaluation of literature comprehension. (HTH)

A collection of essays on current issues in the field of second language proficiency assessment includes: "The Unassimilated History" (Pardee Lowe, Jr.), which chronicles the development of proficiency testing; "A Research Agenda" (John L. D. Clark and John Lett), a discussion of research considerations and needs in proficiency testing; "Issues…

Part One of this guide explores issues in English proficiency testing. Tests are discussed in terms of the aspect of language tested, and of different kinds of test tasks. The following kinds of test task defects are treated: (1) tests that required literacy skills, (2) tasks that reduce to a vocabulary test, and (3) errant notions of linguistic…

This digest describes some basics of the construction of multiple-choice tests. As a rule, the test maker should strive for test item stems (introductory questions or incomplete statements at the beginning of each item that are followed by the options) that are clear and parsimonious, answers that are unequivocal and chosen by the students who do…

This digest presents a list of recommendations for writing multiple-choice test items, based on psychometrics and logical deduction. Questions should ask more than mere knowledge of facts and should not contain superfluous information as an introduction to the question. Each question should focus on some specific aspect of the course, and the item…