Despite the 50 percent probability of a correctly guessed response, a multiple true-false examination should provide sufficient score variability for adequate discrimination without formula scoring. This scoring system directs examinees to respond to each item, with their scores based simply on the number of correct responses. (Author/CM)

Experimental results indicate test items taken individually discriminate strongly between abused and well-adjusted children, but not between abused and nonabused disturbed children. Items used collectively discriminate between abused children and the other two groups. Based on these results, this test is proposed to identify abused children.…

First-year law students in a torts course, assigned to three experimental groups receiving differing numbers of examinations, were found to retain more material when tested more often. Frequent testing is credited with demystifying the law, humanizing the teaching process, and improving legal education's effectiveness. (MSE)

Reports on the development and testing of the Revision and Editing Test. Presents the test and its answer key in an appendix. (RL)

Recognition memory for sentences from a classroom lecture was tested as a function of lecture instructions, length of retention interval, and item type. With immediate testing, subjects differentiated original sentences from reworded and inferential statements similar in meaning. Only inferences were recognized as not having been presented after…

This paper provides users of teacher-made tests with a computer program designed to improve reporting of student performance on academic tasks. Test planning and construction and form and technique for reporting student performance are described. (CHK)

Investigated the ability of three- and four-year-old children to perform tasks which require matching sets of sounds to numerically equivalent visual displays. Findings indicated that three-year-olds performed at the level of chance on the auditory-visual matching task, but four-year-olds performed significantly above chance. (MOK)

Two-option multiple-choice vocabulary test items are compared with comparably written true-false test items. Results from a study with 111 high school students suggest that multiple-choice items provide a significantly more reliable measure than the true-false format. (SLD)

Research on true-false (TF), multiple-choice, and alternate-choice (AC) tests is reviewed, discussing strengths, weaknesses, and the usefulness in classroom and large-scale testing of each. Recommendations are made for improving use of AC items to overcome some of the problems associated with TF items. (SLD)

After computerized training on visual-visual identity matching, a 5-year old with autism was given visual-visual and auditory-visual matching-to-sample tests with new stimuli. He performed poorly on matching visual stimuli until the stimulus array was changed to resemble the computer-stimulus arrangement, indicating the influence of small…

This prospective, longitudinal study showed that an intense educational program significantly improved academic performance in underserved students who were selected solely for their desire to participate in the program and their parents' willingness to support them. Mean performance in six representative components of the Woodcock-Johnson Tests…

This essay describes the problems involved in developing a comprehensive multiple choice exam in macroeconomics. It also attempts to promote dialogue about the testing instruments used to satisfy institutional effectiveness requirements. One section briefly compares the advantages and disadvantages of using essays instead of multiple choice exams.…

Objective and reliable techniques for the assessment of attention deficit disorders (ADD) with and without hyperactivity in children have remained largely unavailable to psychologists, educators and pediatricians. As a consequence, they have tended to base their evaluations of ADD solely on observations and teacher reports, or on measures such as…

Addresses modern language teachers, especially of French, on the notions of objectivity and subjectivity, and the problems of testing knowledge. Specific written and oral measures are discussed, and a glossary of testing terms is provided. (Text is in French.) (MSE)

A testing technique is reported for testing oral production which attempts to combine the advantages of the interview test and the standardized, discrete-point test and to improve standardization of tests of oral production. (RM)