Discusses the position of examining boards and science teachers in England with respect to student guessing on objective type test items. The results of a questionnaire indicate that most science teachers advise their students to guess when they do not know the correct answer to an item. (JR)

The expected tendencies toward greater homogeneity among items produced under conditions employing behavioral objectives were not found. (Author/AG)

Study was an attempt to evaluate the West African Examinations Council efforts in terms of the extent to which its marking procedures have ensured high reader reliability for the English Language Essay examination, a test which was designed to measure writing ability. (Author)

Results lend support to the notion that test-wiseness is not a general trait, but rather is clue-specific. (Authors)

Subjects listened to a set of three 5-minute passages. A free-recall test and a multiple-choice test were administered at the conclusion of the experiment. It was found that the number of ideas recalled was favorably influenced by note taking, rehearsal and testing. (CK)

When determining criterion-referenced test length, problems of guessing are shown to be more serious than expected. A new method of scoring is presented that corrects for guessing without assuming that guessing is random. Empirical investigations of the procedure are examined. Test length can be substantially reduced. (Author/CM)