Provides 11 rules to follow in developing new objective evaluation methods to replace standardized tests. (DD)

It was found that significantly lower ratings were given by judges in a gymnastics event who viewed the vault from the front and had received extensive training themselves. (JD)

Suggests an easy and effective procedure for testing student comprehension of a single literary work. (DD)

Two methods of practical assessment, differing in degree of objectivity, were compared using a sample of bricklaying teachers. The results indicated that use of a substantially objective marking scale was more reliable, provided lower marks, and required substantially more time to complete. (JOW)

Presents a brief history of objective tests and their characteristics and limitations as compared to essay tests. (CP)

The author urges the adoption of take-home exams, whether individual or group efforts, subjective or objective in nature, as they lead to much more reflective thinking, problem solving, and other forms of data analysis than do standard one-period exams. (AN)

Discusses the pros and cons of objective testing and its difficulties and dangers. (SB)

Though the Paired-Item-Score (Eakin and Long) (EJ 174 780) method of scoring true-false tests has certain advantages over the traditional scoring methods (percentage right and right minus wrong), these advantages are attained at the cost of a larger risk of misranking the examinees. (Author/BW)

Some practical guidelines for developing multiple choice tests are offered. Included are three steps: (1) test design; (2) proper construction of test items; and (3) item analysis and evaluation. (JMF)

Study findings indicate that exposure to a statement on a true-false test increased college students' (N=64) tendency to believe the statement was true, regardless of whether the statement actually was true or false. In contrast to previous research, these findings support existence of a negative suggestion effect for true-false exams. (IAH)

States that "objective tests" are based on suppositions. Different types yield different results; therefore they cannot all be objective. The commonly accepted idea that multiple-choice tests are the most objective is attacked. (Text is in German.) (IFS/WGA)