The effects of immediate knowledge of results, goal setting instructions, and subjects' sex upon answering choice questions were evaluated in a group of seventh grade students. (Editor)

Reviews the "Quick-Score Achievement Test" (Q-SAT), an individually administered measure of school achievement for use with students aged 7-18, which has two forms and yields scores for reading, writing, arithmetic, facts, and general achievement. (SKC)

The marking, or grading, system used in Israel is discussed in terms of its history and current use. A standardized assessment instrument used as a practical biology matriculation test, the Practical Tests Assessment Inventory, is described. (LMO)

Reviews some of the characteristics of the New York state social studies testing program and describes how new questions are developed for the test. (JDH)

Forty-five elementary school teachers participated in a study to determine aspects of how teachers evaluate students. Three aspects in particular were studied: references used to assign grades; procedures to combine evaluations of a student; and the process to determine promotion. Results are reported. (JL)

Reviews the Learning and Study Strategies Inventory (LASSI), a test designed to measure college students' learning and study strategies through self report. Advises that the test is still in experimental form, with a questionable norm group, and thus must be used with caution, especially in interpreting percentile ranks. (SKC)

This reply to William A. Mehrens argues that although some psychometricians are reluctant to endorse the use of test data for educational decision making, it is desirable that measurement specialists provide decision makers with practical, understandable ways to use test data. (JAZ)

Higher elementary student scores on standardized tests do not mean educational improvement. Scores can be affected by teaching "to" the test, coaching on test taking, and skewed norms. Test scores have been declining at the secondary level. Included is a discussion of secondary tests. (MD)

Describes how the Allentown, Pennsylvania, public school district uses district-wide final examinations (along with some class-specific test items designed by teachers) to assess secondary school programs, provide "feedback" to teachers, and evaluate student mastery of learning objectives. (MCG)

The implications of "A Nation at Risk" for the field of measurement are examined. These are a need for more frequent and varied tests; responsibility for eliminating measurement problems; and a resurgence of standardized testing at the high school level. The need for measures of teaching quality will increase. (DWH)

Discusses the Certificate of Secondary Education (CSE) physics examination. Areas addressed include CSE personnel, setting and moderating papers, marking and standardization, grading, curriculum development, and the examination profession. (JN)

A group test measuring five aspects of morality in children is presented. The aspects are: resistance to temptation, stage of moral judgment, confession after transgression, reaction of fear or guilt, and severity of punishment for transgression. (Editor)

Extracts from the research findings on pupil gain in English, and on the effect of the eleven-plus are discussed. (Editor/RK)

This eighth annual report on student assessment in the Oklahoma State System of Higher Education contains information on student assessment programs at Oklahoma's state colleges and universities, including community colleges. Summaries of reports submitted by each of 27 institutions are provided as an overview of the 2000-2001 academic year's…

This Brief builds on the work of the National Association of State Boards of Education 1997 Study Group on State Assessment Systems by examining one of the state board actions that is most likely to capture the publics attention: setting cut scores on state assessments. This process involves a large measure of human judgment and politics and a…