The value of comprehensive final examinations in medical school is addressed. It is argued that such testing should be discouraged when it involves repeating earlier content with new or reused test items. It is seen as valuable when it can be used to challenge the student to integrate earlier concepts in more sophisticated tasks. (JMD)

Presents two exam questions dealing with: (1) Huckel orbitals and energies of cyclic phosphonitrillic halides; and (2) pressure and the exploding beverage container. (CS)

Presents an undergraduate physical chemistry question and its acceptable solution. This question, presented to share exam questions with other teachers, shows the analogy between molecular kinetics and population dynamics. (HM)

Determines the extent to which aptitude alone contributes to academic performance with specific reference to performance in the introductory level physics practical. Establishes which specific aspects of aptitude are the most salient predictors of success in the physics practical. Attempts to establish whether familiarity with the language of…

Describes work in progress at SRI International in the Performance Assessment Links in Science (PALS) project, which is developing an online, standards-based, interactive resource bank of science performance assessments. Coupled with the development of the resource bank is a program of research on effective use of these resources. (SLD)

Studied the effects of linguistic simplification, a test accommodation designed for students of limited English proficiency (LEP), using data from the Delaware state science assessment program for grades 4 and 6. Findings for 11,306 non-LEP and 109 LEP students show that tests and items can be simplified linguistically without compromising score…

Investigates the marker-marker reliability of an examination for a third-year degree course in circuit theory. Reports that the coefficient of correlation between markers fell within the range 0.94 to 0.98. (YP)

Describes and compares physics students' understanding of concepts associated with electric and magnetic fields using interviews and written tests. Provides insights into a more detailed view of students' understanding of fields using the theoretical framework of the Structure of the Observed Learning Outcome Taxonomy. (Author/MKR)

Discusses strategies to construct multiple-choice exams such that they can offer insight into the thought processes of the physics student. Discusses test evaluation basics and some writing hints. (JRH)

Discusses the Third International Mathematics and Science Study including schools' involvement, international dimensions, tests' content, and value of TIMSS. (MKR)

Describes a proven three-step method used by teachers in Australia and the United States for developing assessment strategies to match existing science curricula. Includes sample assessments. (DDR)

Describes the construction of assessments on inclines and friction from blueprints--or shells--which address the tasks of planning, hands-on, analysis, and application. Examines the reliability and validity of the assessments as well as the comparability of the assessments generated with the shell. Contains 48 references. (Author/WRM)

The Force Concept Inventory (FCI) is a multiple-choice test designed to monitor students' understanding of force and related kinematics. Reviews the development of the FCI, outlines its structure, and reviews findings from its implementation. Makes the case for the FCI as a powerful tool for improving both learning and teaching of mechanics.…

High School students' understanding about the particulate theory of matter and their use of particulate terminology is investigated. The Physical Changes Concepts Test (PCCT) was administered in two forms, an applied version and a theoretical version, to determine whether students scientifically understood the concepts well enough to apply them to…

This paper provides information about the New York's Regents Examination. The purpose of the exam is to: (1) Provide schools with student academic diagnostic information; (2) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment; (3) Determine prospective high school graduates'…