Multivariate generalizability techniques are used to bridge the gap between psychometric constraints and the tables of specifications needed in test development. Techniques are illustrated with results from the American College Testing Assessment Program. (Author/PN)

Various ways of evaluating pupil learning both before and after testing are discussed. Described are some techniques to ascertain how individual children are doing. Using pupils' errors is also considered. (MNS)

A study using the Peabody Picture Vocabulary Test (Revised) was conducted to determine whether the increase in reliability when both Forms L and M were employed justified the increase in time required for the longer procedure. Children in grades four, five, and six were involved in the project. (PP)

The developing shortages in teachers and doubts about the quality of candidates for collegiate teacher preparation are discussed, advocating a written examination series in basic skills, subject knowledge and general education; and an extended internship period to establish competence. (CM)

The hypothesis examined suggests that prequestions should be more facilitating than postquestions in directing students to the information necessary for a problem's solution. Fourteen problems were designed for a criterion measure, and 52 students in community college intermediate algebra classes were the subjects. Results indicated question…

Offers three reasons that justify the inclusion of the book "Overkill" on the British "O" level literature syllabus: (1) the nuclear bomb is the most important invention of the century, (2) the language provides a clear example of scientific writing and talking, and (3) the book is informative in helping students arrive at a…

The article gives a select overview of the purpose, process, and procedures which are involved in neonatal vision screening. Significant responses and reactions worth noting are outlined so an evaluator might have an indication of what to look for in using such a tool. (Author)

Forty elementary students were administered the Bender-Gestalt Test using two techniques: Koppitz routine instructions and the Hutt testing-the-limits method. The mean number of Koppitz errors was approximately two greater than the number obtained using the Hutt technique. (Author/BW)

A new kind of intelligence test is discussed, the Kaufman Assessment Battery for Children (KABC). It is felt those who think mental measurement should tell how a child will perform will not like the KABC, while it, more than any other test, allows children of different backgrounds to do equally well. (MP)

This review synthesizes research on relationships between performance on mathematics learning tasks to determine whether Piagetian tasks make useful readiness measures. Results indicated such tasks do not make useful measures, and suggested success on these is not necessary for many mathematics tasks. (MP)

Discusses classical test theory, including test construction, administration, and use. Covers basic statistical concepts in measurement, reliability, and validity; principles of sound test construction and item analysis; test administration and scoring; procedures for transforming raw test data into scaled scores; and future prospects in test…

The implications of cerebral dominance for curriculum and instruction are enormous. Cognitive style, sex differences, instructional materials preparation and selection, and testing are affected by right or left brain hemisphere dominance. (CJ)

Research into the effectiveness of open-book examinations has shown that they reduce test anxiety and the need to memorize factual information. An investigation into the effect of using open books in an English literature examination showed that students acquired higher levels of attainment than those who took a traditional test. (SK)

In the field of education there is considerable scope for using simulations as part of the standard assessment procedure, both in national examinations and at classroom level. Eleven references are listed. (Author/LLS)

Results of a two-year study of college students (N=103, year one and N=90, year two) suggest that a weekly quiz, compared to a frequency of one quiz every two weeks, is an excellent tool to stimulate learning in a year-long organic chemistry course. (Author/SK)