Much of the content was presented at the TESOL Convention, New Orleans, Louisiana, March 1971, and is derived from the author's dissertation Experimental Steps to Ascertain Reliability of Diagnostic Tests in English as a Second Language" (Columbia University). (VM)

Revised version of a paper presented at the TESOL Convention in New Orleans, Louisiana, March 1971. Project funded by the Bureau of Indian Affairs. (VM)

Most geography teachers are unaccustomed to writing test questions to measure cognitive skills. This paper gives examples of such questions and discusses test design, item classification, and styles of presentation in relation to course objectives. (NH)

Discussion of the attributes of the "Canadian English Language Achievement Test ; paper presented at annual convention of Canadian Council of Teachers of English (1st, Calgary, Alberta, Canada, August 1968). (RD)

When determining criterion-referenced test length, problems of guessing are shown to be more serious than expected. A new method of scoring is presented that corrects for guessing without assuming that guessing is random. Empirical investigations of the procedure are examined. Test length can be substantially reduced. (Author/CM)

The history of the relation between achievement tests and curriculum programs is reviewed, and it is concluded that content specialists are best qualified as sources of curricular goals to specify content, kinds of attainment, and standards. The specification of instructional intents is also considered from the perspective of modern cognition…

This analysis of the role of testing in educational programs and services maintains that the connection between tests and instruction is best made integrally through an understanding of the design of learning tasks rather than through linkage. The context for, use of, and limitations of task structures are described. (Author/CM)