Six factors were examined in a national attitude survey: test use, anxiety, validity, fairness, judging one's own performance, and evaluation in general. Affective reactions of students toward evaluation were dependent on judging their own performance and on general affective attitudes toward school and society. (CP)

Reviews selected research studies on testing in science education to demonstrate that, although many tests do exist in science education, there are areas needing further development. (CS)

Reviews a study of the perceived importance of 47 measurement objectives by elementary and secondary education majors who had not taken a measurement course. Suggests origins of education majors' negative attitudes about testing and considers some remedies. (JD)

Contending that present measures of student gains resulting from changed teaching methods are ineffective, the author proposes on "automated examining machine" that would enable students to monitor their own progress. This system would allow teachers to become friendly consultants instead of bosses or judges. (Author/WB)

Discusses the need for and the skill development and comprehensive approaches to postsecondary developmental education. Describes three models of student assessment/placement and proposes a five-step model. Considers the establishment of proficiency standards, screening test selection, student processing, assistance centers, and evaluation. (AYC)

Investigated the effect of examiners' ethnicity on the intelligence test performance of Anglo and Mexican-American subjects. On the WISC Vocabulary, Mexican-American subjects scored significantly higher when the test was administered by Mexican-American examiners. (Author)

A monthly guide to help teach the basic subjects. Here are suggestions for teaching language arts, science and mathematics. (RK)

On January 23, 1976, the Saskatchewan Department of Education distributed to schools, school boards and other interested groups and individuals some 1,800 copies of the report of the Minister's Advisory Committee on Student Evaluation. Discusses the findings of that report. (Author/RK)

Relations among test anxiety, performance on a complex task, and task behavior were investigated within a simulated teaching situation. It was predicted that test anxiety would relate negatively to performance accuracy and level of active task involvement. (Editor)

Flexible structure in a San Francisco State University shorthand course is described as a way to provide motivation for students. Topics discussed are transcription testing plan, method of evaluation, practice tests, increasing difficulty of tests, and classroom results. (TA)

Important findings about students declining test scores were made public recently in a report of a national study by the American College Testing Program (ACT), with apparently conclusive evidence that a national decline in test scores is real and that it is significant. Reviews the highlights of findings in the ACT report. (Author/RK)

Describes an experimental program in which fifth- and sixth-graders studied philosophy and made a dramatic gain in reading ability in comparison with a control group of students. (Editor/RK)

Discusses how behavioral objectives and knowledge are related, what form a performance test theory should take, why some people can skip prerequisites whereas others cannot, how people discover new information, the relationship between content and performance analysis, and, how one might apply the structural approach in adaptive instruction.…

Current discussions of the effects of test administration conditions (i.e., testing stakes) and the motivational levels associated with them on achievement test performance are reviewed. Results of a nonexperimental study suggest that, in contrast to a moderate-stakes testing environment, the National Assessment of Educational Progress does not…

Student achievement was compared for open-book and closed-book examinations taken by 72 college students in Cyprus. There were no significant differences in total examination score between the two types of tests, although those who took the closed-book examination had slightly higher scores. (SLD)