Reports that no significant difference in reliability appeared between a heterogeneous and a homogeneous form of the same general science matching-item test administered to 316 sixth-grade students but that scores on the heterogeneous form of the test were higher, independent of the examinee's sex or intelligence. (SB)

This issue presents the results of a special analysis of NAEP state-by-state science data from 1996 to 2000 carried out by the Educational Testing Service under contract with the National Center for Education Statistics. The focus is on changes in the gap in scores between different groups of students. There were a few bright spots, but overall…

This issue of the Nation's Report Card for New Mexico highlights National Assessment of Education Progress (NAEP) Science results for 2005. Key findings for Grade 4 indicate that there has been no significant change since 2000 in the average science score; average science score for Grade 8 has dropped since 1996. There has been no significant…

In a project on the development of performance assessments in science, researchers have developed four types of assessment: comparative, component identification, classification, and observation. They have noted that assessments belonging to the same type of task can be scored for the same performance properties. This paper reports on the…

This book contains questions for secondary school science students that require them to analyze data presented in various forms and apply knowledge and skills developed in novel situations. The content for the questions is derived from a science curriculum developed by a group of Caribbean nations. The material is organized into four sections: (1)…

Discusses the criteria for an effective diagnotic assessment system. Describes efforts to produce a systematic, flexible assessment system for Foundation-level science. Presents a model for science practical skills, a categorized list of practical skills objectives, and some practical test items. Discusses the relationship between criteria and…

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)