Describes some of the hazards of evaluating timed typewriting by the error cut-off method. (MU)

To improve the education offered freshmen and sophomores, this article advises colleges and universities to separate the lower division into a "general college" sponsored by a staff whose sole responsibility is the lower division student. (IR)

The effects of corrective testing and how such feedback might affect high- and low-test-anxious students differently are indicated. Subjects were 286 college students in three classes--one using mastery testing and two using multiple choice tests. (Author/PN)

Based on the responses of 50 ESL instructors to a composition-scoring exercise, a detailed method of scoring compositions was developed that divides the writing into basic components (structure, content, vocabulary, organization, and mechanics) and provides a scoring mechanism for each component for each of three competency levels. (MSE)

In mastery testing a linear relationship between an optimal passing score and test length is presented with a new optimization criterion. The usual indifference zone approach, a binomial error model, decision errors, and corrections for guessing are discussed. Related results in sequential testing and the latent class approach are included. (CM)

The fact that the Scholastic Aptitude Test (SAT) is susceptible to coaching does not mean it is a poor test. The abilities measured by it are acquired, apart from test-wiseness. Even though some uses of the scores in admissions may be discriminatory, the test itself is fair, uniform, and judiciously administered. (MSE)

Focusing on the interaction influences of scorer achievement expectations and writer handwriting quality on the scoring of essays, results found handwriting quality and scorer expectations both influence essay scores. However, there was no evidence of interaction between handwriting quality and scorer achievement expectations. (Author/PN)

Investigates an objective scoring system in terms of interrater reliabiltiy and test-retest reliability, using drawings from 50 elementary students. Results confirmed the reliability of the scoring system and suggest differences in drawings may be due to a child's mood changes rather than the instability of the instrument. (Author/JAC)

Survey research establishes that beardedness correlates with many desired outcomes and supports that a minimal level of beardedness be set as a prerequisite for high school graduation. Research problems of concept clarification, domain-definition, instrument development, and standard setting methods are discussed. The political considerations of…

This study examined how local content specialists performed when applying the Angoff and Nedelsky standard setting procedures to objective-referenced instruments in reading and mathematics. Results revealed several differences between the standard setting procedures in terms of both level and consistency of the cut scores generated. (Author/BW)

Gives practical suggestions for grading of tests so students are treated fairly and so that test results reflect goals of course. Criteria are validity and reliability. Grades should be established before grading begins. (Author/BK)

Interpreting interest inventories correctly encourages client understanding and decision-making skills. Inadequate time and information overload can be major obstacles. Weinrach's Discrepancy Identification can minimize these problems in interpreting the Kuder Occupational Interest Survey. Includes a response by Diamond on scoring. (JAC)

Investigated the relationship between Chinese character recognition and production by second-language learners. Subjects were 47 first-year Chinese language students in the United States. (15 references) (Author/CK)

This article describes a set of 11 menu-driven procedures written in BASICA for MS-DOS based microcomputers for constructing several types of rating scales, attitude scales, and checklists, and for scoring responses to the constructed instruments. The uses of the program are described in detail. (SLD)