Reported is a comparison of the discrimination power of multiple-choice geometry test question alternatives supplied by (1) students taking an experimental test in completion format, (2) experienced teachers, and (3) student teachers. (JG)

Presents three quizzes designed to test student awareness of Pennsylvania's historical and economic relationships with the rest of the world. (AM)

Relative difficulty of Separate (Form S) and Grouped (Form G) True-False tests may be expected to be dependent on the ability levels of examinees. At some levels Form S should be less difficult, at others equally difficult, and at still others, more difficult, than Form G. (Author/RL)

The relationship between scores on objective tests of language skills and on free writing tasks was analyzed for third and eighth graders. Correlations between scores were of the same magnitude as reported for college students. Differences in relationships between free-writing performance and objective test scores are discussed. (Author/RD)

Provides some suggestions for testing handicapped learners using essay and objective tests. Sources for audiotapes of textbooks and supplementary readings for visually impaired students are also indicated. (CMV)

Values inevitably enter educational inquiry, but they do not undermine the possibility of objectivity. Theoretical frameworks, even those that carry particular values, may be legitimately employed to explain educational phenomena. Mainstream research is systematically biased. (Author/BJV)

Discusses one way to explore the concept of sustainable development with students by examining the loss of biodiversity. Presents information on the root causes of biodiversity loss and the links to an understanding of sustainable development. Contains a 20-question true-false biodiversity quiz with answer key. (LZ)

Multiple-choice and true-false versions of Palmore's first Facts on Aging Quiz were completed by 501 college students. Multiple choice reduced the chances of guessing and had less measurement error for average and above-average respondents. (Author/SK)

It is commonly believed that highly subjective humans ultimately perform all testing and grading efforts and that all testing and grading is completely subjective. However, Quentin Durham argues that there is no such thing as objective testing or grading. With wit and clarity, "The Realities of Classroom Testing and Grading" suggests that all…

A model was developed to provide a uniform method for vocational and technical education content experts to develop test items (written questions and performance measures) that are congruous with course-level exit competencies. The model is essentially a closed-system approach in that specific action verbs must be identified and operationally…

The present study was initiated to investigate the comparability of multiple-choice and true-false item formats when the time necessary to respond to each type of item was equated empirically. (Editor)

Author claimed and defended the position that none of the tests used in educational measurement is optimum for its role in program assessment. As well, he described the type of test he thought best for the task of assessment. (Author/RK)