A study of the development and application of dental health education tests as part of the dental health curriculum is described. (YG)

Discusses approaches to evaluation in environmental education. Describes the structure of tests used as evaluation tools in a three-year project implemented in a number of Italian secondary schools and presents a critical analysis of the results. Contains 19 references. (JRH)

Comments on an article by Norman R. Augustine entitled "A New Business Agenda for Improving U.S. Schools." Highlights the decision to test fourth-grade reading and eighth-grade math. Concludes that, when it comes to improving education, raising expectations is a key element of the battle. (JRH)

Describes an easily implemented method that allows the generation and analysis of graded multiple-choice examinations. The technique, which uses standard functions in user-end software (Microsoft Excel 5+), can also produce several different versions of an examination that can be employed to prevent plagiarism. (MM)

Investigates intonational differences according to the meanings of genuine yes/no questions and confirmation yes/no questions. Productions and perception tests were conducted. Results are discussed. (Author/VWL)

Presents a sample HyperQuiz, a strictly-for-fun, genius trapping contest for occasions when the syllabus and coverage do not bear down too severely. Promotes collaboration between students, library research, and development of scientific thinking skills. (JRH)

A survey of 67 North Carolina high school business teachers (41% response) identified the best methods of teaching critical thinking: case studies, problem solving, simulations, projects, and group discussion. The best testing methods were practical task completion, case studies, and argumentative essays. (SK)

The National Council on Measurement in Education has adopted this code to promote professionally responsible practice in educational measurement. The code enumerates professional responsibilities in eight major areas of assessment activity, from assessment development through evaluation and research. (SLD)

Asserts that total restructuring of biochemistry courses and methods used for evaluation of student performance are necessary. Evaluation should have a constructive influence by integrating it with other activities. The conduct of the course should be based upon the same objectives that are uses for evaluation. Evaluation should be done by…

Outlines current critiques of U.S. higher education. Describes the activities and findings of the Illinois state task force on assessment of language arts in the 1980s. Describes how Illinois State University's English department defined the goals of English majors and dramatically altered the curriculum. (HB)

Explores the origin of the Test of English-as-a-Foreign-Language, with its distinctive characteristics, in a 1961 conference, and seeks thereby to gain an understanding of how developments in language testing theory--and perhaps theory in general--are blended with the requirements and possibilities of real-life implementation. (Author/JL)

Proposes teaching three ways to suppress the agent in French: indefinite subject pronoun, pronominal verbs, and passive voice. Recommends that, instead of showing beginning students how to avoid the passive, they should learn how to stress activity at the expense of the agent. Contemporary or recent beginning and intermediate textbooks are…

Assessment influences cognitive and operant aspects of learning. Finds that integration of the planning of exams and examination rules will drive student learning in a positive way. (Author/CCM)

Examines the effects of testing results on 420 candidates who participated in police officer selection in Asheville, North Carolina between 1990 and 1996. Results show that the decision making process of officer selection is primarily testing-oriented and that candidates' socio-demographic factors, such as race show no effect on the recruitment…

Presents a simple variation on multiple-choice testing that overcomes some of its drawbacks but still permits easy hand or machine grading. Gives student partial credit for partial knowledge and reduces frustration because students are no longer forced to choose between answers that they think might be correct. (JRH)