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)

Investigates the effect of increase of the M demand of chemistry problems, having the same logical structure, on performance of students having different functional M capacity, cognitive style, and formal operational reasoning patterns. (Author/YP)

Describes biological competitions at the high school level in Poland. Argues that they can be used to enhance and maintain students' interest in the subject. (Author/YP)

Describes a diagnostic evaluation to measure the idea of the living cell as the basic unit of life. Describes the classification of student knowledge as common knowledge, wide-spread lack of knowledge, inadequate alternatives, and contradictions. (YP)

Reports a study to compare the performance of Australian university students on chemistry questions delivered in two different formats: multiple choice and grid. Concluded that students encounter more difficulties with questions presented in the grid format and that grid questions demand a deeper understanding of the topic. (MDH)

Presents a study where astronomy teachers (n=66) try to predict student (n=330) outcomes on astronomy and related topics pre- and posttest. Suggested findings include a course in astronomy did not result in an overall knowledge gain, teachers fared well at predicting prior student knowledge, and teachers vastly overestimated student gain in…

Describes the progress made in Northern Ireland toward the introduction of GCSE science curricula in postprimary schools. Documents the move from separate courses in chemistry, physics, and biology to integrated science courses. (DDR)

Scores from mathematics (tested at 102 schools) and science (tested at 99 schools) sections of pilot forms of the Michigan High School Proficiency Test were examined for interaction between gender and response format (multiple choice or constructed response). Overall, neither males nor females seemed to be disadvantaged by item format. (SLD)

Reports on a study that uses psychometric modeling to rank the appeal of a variety of children's astronomical ideas on a single uniform scale. Findings support the view that alternative conceptions may be markers of progress toward understanding. Contains 82 references. (DDR)

Provides hypothesized explanations for local item dependence (LID) in a large-scale hands-on science performance assessment involving approximately 55,000 students each at grades 3, 5, and 8. Items that appear to elicit locally dependent responses require examinees to answer and explain their answers or to use given or generalized information to…