The question bank described which comprises a manual file of questions and a computerized file of question description labels, is designed for use in annual surveys of 11-, 13-, and 15-year-old pupils' science performance. Use of the system for test item construction is also discussed. (JJD)

Briefly reviews different methods to evaluate student laboratory work and describes the procedures followed in using laboratory performance tests at Mercer University. Cites five sample performance-test tasks and materials needed. (SK)

Discusses the results of the 1975 Examination for General Chemistry, and summarizes descriptive statistics as well as ten different subsets of instructional topics. The major results and conclusions are reported in three separate profiles. (HM)

Ten years ago the results of the National Board of Medical Examiners (NBME) minitest suggested that there would be little change in total basic science examination performance between the second and fourth year of medical school. Five projects are reported that sustain these results. (Author/JMD)

Analyzes the relationship between learning objectives and assessment items for Technical Education Council physics courses. Suggests improvements. (SK)

Reported is the development of a valid and reliable test of integrated science process skills that could be used with secondary science students by teachers, evaluators, and researchers. A 36-question, multiple-choice test was designed to measure integrated process skill achievement. (Author/DS)

Describes different evaluation techniques of student performance in the science laboratory. Evaluation techniques discussed include written reports, test items, practical tests, and observational assessment to evaluate both student performance and to promote development of specific skills. (DS)

Describes the results of a survey intended to determine the factors influencing students' attitudes towards practical work during the early part of their university career. (Author/SA)

The article presents a general discussion of assessment and examples of items that assess specific skills. Included are: estimating and approximating; observing and measuring; using data to infer and predict; and graph construction and interpretation. Specific tests are listed. (MK)

Presented are three physics problems from the New Zealand Entrance Scholarship examinations which are generally attempted by more able students. Problem situations, illustrations, and solutions are detailed. (CW)

Tests and combinations of tests for evaluating science programs that are designed to incorporate content, process skills, and problem-solving skills are discussed. Described are the use of written and practical tests, observation and discussion, and projects and written work. (CW)

Examined are the effects of testing on the achievement of students using self-instructional materials to learn science process skills. Results indicated that frequent quizzes did not differentially affect process skill acquisition. (Author/CW)

Explains a scheme for grading student performance which stresses skills, technique, decision making, and notebook entries. Describes grading system and potential pitfalls. (RT)

Investigates differences in marking standard and reliability when experienced teachers carried out assessments of the performance on practical exercises. The results showed that there was no difference between the assessments from the groups containing 5 and 20 students. (Author/YP)

Reported is a study of the relationships between the component skills involved in practical work assessment. Skills assessed included observing, manipulating, planning, interpreting, reporting, and self-reliance. The literature relating to inter-skill relationships is reviewed. (CW)