Sixth-grade students and teachers were tested to determine students' metric achievement and their teachers' attitudes toward metric instruction after seven years of regular classroom instruction. Results were somewhat disappointing. (MNS)

In a study of differences in interviewing skills of third-year medical students, one group was provided structured, evaluative feedback and the other traditional feedback on patient workups. Students provided structured feedback performed significantly better than those given traditional feedback. (MSE)

Ways the Ontario, Canada educational system meets educational needs of immigrant students from the West Indies, South Asia (India and Pakistan), and Portugal were examined through interveiws with 245 schools and 34 school boards. Findings indicated problems in assessment, inadequate counseling, and need for systematic planning. (MC)

Group tests and individual interviews were conducted with 52 preservice elementary teachers to ascertain their knowledge of zero. They were reluctant to accept zero as an attribute for classification, were confused about whether zero is a number, and showed stable patterns of computational error. (MNS)

The appropriateness of exit examinations for basic skills, general education and the teaching specialty in professional schools or departments in universities is examined. Holding departments and professors accountable for college and university standards is proposed. A variety of assessments of professional studies are suggested. (CM)

Two studies of the oral secondary school leaving examinations in Germany indicated variances in ratings made by different teachers. The differences were significantly influenced by speed of speaking, background information about past achievement, and contrast of performance related to sequence of presentation. (Author/MJL)

The resources and services of information-gathering and disseminating agencies are described including the Test Collection, and the ERIC Clearinghouse on Tests, Measurement, and Evaluation, both at Educational Testing Service, Princeton, New Jersey; also the Buros Institute of Mental Measurements at the University of Nebraska-Lincoln. (CM)

An elective course in pediatric pharmacy was designed to give students more in-depth knowledge of drug therapy for infants and children. Student input was used in designing the course, and course objectives, format, and content were evaluated by students to be relevant. (Author/MSE)

The article describes the Coping Inventory, an observation instrument used to assess 48 coping behaviors and to develop a profile which generates goals and objectives in a preschool learning handicapped child's individualized education plan aimed at increasing coping competence. (Author/SB)

Presented are common words and phrases which are encountered in the statistical analysis of test results. Included are analysis of the mid-point, distribution of scores, calculation of scaled scores, test reliability, item analysis, and coefficients of reliability. (CS)

An explanation is given of the three cognitive style dimensions and the instruments that are useful in determining students' learning style. Special emphasis is on application to instruction in biology. (SA)

Discusses the fundamental principles of evaluation to show that the conventional approaches to testing have led to a situation where procedure requirements overshadow the objectives of the learning process. Advocates instruments that address realistic communication goals and states criteria based on the learner's need for continous, constructive…

Four hundred and eighty-six disadvantaged adults from North Carolina were the subjects in a study that factor-analyzed three instruments designed to measure anomia, yielding a 12-item unidimensional scale. (The refined combination scale is presented as of potential usefulness for research on the effects of educational intervention on anomia.) (LRA)

Focuses on objective techniques, a powerful and long-run force in educational assessment. But how successful have individual objective techniques been? This question must be answered for each test. Includes brief reference to an evaluation of one instrument. (Author)

Describes an experiment designed to determine which language errors interfere to the greatest degree with comprehension by native speakers of the language. For this purpose, an instructor prepared a list of most serious Spanish language errors which was submitted to native speakers for evaluation in terms of comprehension and acceptability. (MES)