Documentation and complete listing are provided for an Apple computer program designed to assist students in reviewing biology course content. All questions and answers are contained in data statements which are read into two separate question/answer arrays. (JN)

Article describes a word test given to seventh-grade students that revealed a list of science words that should prove to be helpful to teachers in the teaching of science. (ML)

Two response formats and request for reason-for-choice on a traditional cognitive preference test (CPT) and an open-ended CPT were used to test for consistency across methods of observation at individual/population levels. Results indicate that validation of CPT constructs has not reached state of unequivocality necessary for their application in…

The study investigated the extent of process skill achievement among a sample of recent Malaysian high school graduates, and the relationship of these scores to science scores. Among the conclusions is that the science tests placed little emphasis on the assessment of process skills. (MNS)

The current status of "homemade" achievement tests reported in "Journal of Research in Science Teaching" and "Science Education" (January 1975 to January 1980) is examined using Anderson's (EJ 062 750) eight categories of information that a high quality research report should include. Findings from 142 references…

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)

Lists seven new and 19 other tests currently available from the American Chemical Society and presents in table form norms of recent tests condensed from larger data aggregates. (SK)

Reviews selected research studies on testing in science education to demonstrate that, although many tests do exist in science education, there are areas needing further development. (CS)

Presents comparative results in achievement on the General Chemistry 1977 ACS Examination (New York) for first year college chemistry students, students completing one year of secondary school chemistry (N=778) and another secondary group (N=176) completing a year of advanced placement chemistry in addition to the one year of chemistry. (CS)

Questions are analyzed from various ACS-NSTA High School Chemistry Tests. Results show more than 50 percent of test questions deal with only six concepts and 70 percent evaluate aspects of only nine concepts. Results may be useful to teachers of college preparatory chemistry regarding subject matter and math operations. (Author/SA)

Proposes a model of parent and teacher influences on the science attitudes of eighth-grade students using data from the base year survey of the National Educational Longitudinal Study of 1988 (NELS: 88). Utilizes structural equation modeling methodology for analysis of categorical data. Contains 61 references. (DDR)

Describes how a cooperative learning environment can be created in the anatomy and physiology laboratory through the use of cooperative quizzes. Includes a brief introduction to the pedagogical theory behind cooperative learning and an evaluation of the effectiveness of quizzes compared with more traditional methods. (Author/PVD)

Describes the development and analysis of the Test of Understanding Graphs in Kinematics (TUG-K) and reports the results of a study aimed at uncovering student problems with interpreting kinematics graphs. Proposes a model for creating multiple choice tests which can be used as diagnostic tools. Contains 34 references. (DDR)

Discussed are problems revealed in student responses to a practical task which formed part of an advanced level examination. The frequencies with which some misconceptions about cell reproduction and genetics occurred are presented. The nature of these misconceptions is analyzed and their implications discussed. (CW)

Discusses the use of systematic networks as a basis for the construction of a questionnaire on teachers' views of the philosophy of science. Describes issues of the scientific method, criteria of demarcation, patterns of scientific change, and the status of scientific knowledge from four philosophical positions. (Author/YP)