In this monograph, the science components of the seven "Mental Measurements Yearbook" (1938-1972) and "Tests in Print II" (1974) have been combined. The publication contains critiques of many standardized science tests designed for achievement measurement in specific subjects and grade levels. Extensive indexes provide reference to contents by…

The major part of the newsletter contains a summary of the results of the administration of tests in science and writing to students aged 9, 13, 17, and to adults 26 - 35 in all regions of the United States. The data are compared on the basis of regions (North East, South East, Central, and Western); sex of respondent and size of community (big…

Presents two exam type questions with answers relating to organic chemistry and organic photochemistry. (SL)

Two tests were administered to 652 students to investigate the effect of structuring questions about the mole. A third test was administered to see whether each step/operation was intrinsically difficult or if it was only difficult when part of a series of steps/operations. Findings are reported and discussed. (JN)

How the relationship between test-taking motivation and performance might depend on ability was studied with college students taking a science (n=249) or social studies (n=473) test that had no academic consequences. Students taking these tests are told that their responses provide important information for evaluating the university's programs but…

In this paper we provide a rationale and approach for articulating a conceptual framework and corresponding development resources to guide the design of science inquiry assessments. Important here is attention to how and why research on cognition and learning, advances in technological capability, and development of sophisticated methods and…

The Illinois Science Assessment Framework is designed to assist educators, test developers, policy makers and the public by clearly defining those elements of the Illinois Learning Standards that are suitable for state testing. It is not designed to replace a local science curriculum and should not be considered a state science curriculum. The…

Factor analysis was used to investigate constructs underlying performance in a biology examination supporting an hypothesis suggesting that the constructs were related to knowledge (rather than other levels of Bloom's taxonomy) of topics. Indicates that the method provides a means of identifying what examination items test. (Author/JN)

Suggests a testing format suitable for thermodynamics, including questions and correct answers. Also offers a test question and an acceptable solution focusing on the elimination of certain steps in the glycolytic pathway. (SK)

Described is a "road map" type chemistry problem which tests students ability to combine knowledge of chemical facts with good scientific reasoning to arrive at the answer. This type of question can be used in freshman chemistry courses because it does not require specialized knowledge. (Author/DS)

Presents some of the preliminary results of a survey study about the use of both the revised publications and GCE O-Level examinations for Nuffield Chemistry in 495 British schools and colleges in 1979. (HM)

Reports results of a study that examined (CSE) biology examinations to determine whether practical and theory examinations tested separate constructs. Multitrait-Multimethod matrices revealed evidence of convergent validity between two practical tests forming part of the same examination. Practical tests and written papers show very limited…

An elementary organic review exercise is described which can be given to a secondary school student who has completed an elementary unit on the chemistry of carbon. This is recommended as an exercise, not a test, but can be utilized for evaluative purposes. The format includes both multiple-choice and essay questions. (DS)

Because the Reagan and Bush administrations accentuated the negative about American schools, there was little mention of U.S. students' average performance on the geography part of the 1992 Second International Assessment of Educational Progress. On the Third International Mathematics and Science Study (1994), U.S. eighth graders finished slightly…

Compares science examination preferences of college students and faculty in Israel and the United States. Findings indicate that students prefer written exams in which time is unlimited and any materials are allowed. American students prefer traditional examinations more than their Israeli counterparts, and there exists significant differences…