An investigation of the effectiveness of a mathematics course for preservice elementary teachers showed that the use of mastery learning principles in a traditional classroom setting can be effective. (SD)

Describes student difficulties with understanding quantitative concepts as presented in selected third grade social studies textbooks. Test results of student accuracy in understanding of quantitative concepts are presented and discussed, and teaching methods for quantitative reinforcement are provided. (Author/DB)

Identifies and describes testing options available to history teachers. Tests discussed include essay, objective, true-false, multiple choice, identification, take-home, oral, and fill-in. Tips are presented to aid teachers in developing tests which are valid, reliable, and fair. Journal availability: see SO 507 033. (DB)

The WISC and WISC-R were administered to 20 Black psychiatric outpatients, ages 8 to 15. Scores revealed the two tests to be essentially different, with lower Verbal, Performance, and Full Scale IQs on the WISC-R. Order of administration, sex, and interest correlations were also examined. (Author/SJL)

Reports the results of a study which sought to investigate the validity of the oral interview in testing language proficiency, in particular that of adult students of English as a Second Language. (Author/AM)

Discusses the use of the Interactive Computer-based Testing (ICBT) in university-level science courses as an effective and economical educational tool. The authors discuss: (1) major objectives to ICBT; (2) advantages and pitfalls of the student use of ICBT; and (3) future prospects of ICBT. (HM)

This report on the Pennsylvania statewide assessment program answers two questions: (1) what are minimum competencies?; and (2) for whom are competencies really minimal? (Author/MP)

Presents research data to examine two questions: What do teacher-constructed social studies questions measure? How does the skill of critical thinking relate to a teacher-constructed test? (Author)

Examines various levels and areas set for minimum competency and concludes that educators and parents should clearly define minimum competency before establishing conflicting minimum competency requirements in schools. (Author/DB)

Compares teacher predictions with student-use data for nine teacher-selected activities during field testing of the Human Sciences Program (HSP). The comparison reveals that in six of the nine activities, a large discrepancy exists between teacher predictions and actual student-use data. (HM)

The article describes the circumstances leading to the development of the Illinois Test of Psycholinguistic Abilities and discusses the malpractices in administration, scoring, and interpretation of the test. (Author)

Describes a study of the accuracy of student responses on objective tests. Investigators examined the frequency of correctness on initial responses versus changed responses, and the relationship to degree of familiarity of the content. Results show that changing test answers tends to produce more right than wrong answers by more students.…

Immediate reinforcement of what has been learned is of prime importance. Ideal testing procedures are those that show students at once the rightness or wrongness of their answers. For reading comprehension, multiple choice is recommended; for production (oral or written), constructed responses (an example is given) are recommended. (IFS/WGA)

Data from tests of basic mathematical competencies given in 1950, 1965, and 1975 are discussed. Courses successful in providing a foundation of basic skills are noted. (JT)

A description of the program through which the state of Michigan has assessed the minimal competencies of its school pupils is given. (JT)