The extent and direction of curriculum bias in standardized reading achievement tests were examined. (Author)

Forty-seven Irish teachers rated their second-grade pupil's class positions in mathematics and reading in the Fall, just before administration of the Drumcondra Achievement Test Series, and re-rated all 1,566 pupils in May. In 10 percent of the cases, teachers raised their ratings after learning the test scores. (Author/CP)

A clinical testing technique involving a latent image transfer process requires the pharmacy student to integrate material from a patient profile and answer interlocking multiple-choice questions. The technique is self-correcting and provides immediate feedback. The cost, preparation, format, problems, illustrations, and a sample question are…

A description of examinations given at the end of secondary studies. Topics discussed are: the status of secondary education, final examinations--both state and local, the French examination, some critical reflections, and developments in programs. Sample questions from the State examination are included. (Text is in French.) (AMH)

A discussion of the testing system in Sweden within the context of the position of foreign languages in the educational system. Topics addressed are the standardized grading system, the different types of tests, the content of the French tests and opinions of teachers and students. (Text is in French.) (AMH)

A four-foil, 69-item multiple-choice test was administered in 1974 to 32 preservice elementary teachers, 60 inservice teachers, and 479 sixth-grade students. Results showed from 30 to 50 percent of the teachers had problems with test items in the same skill areas which the students had problems, indicating that student performance of map and globe…

This study compared third-grade achievement test scores of participants in Vertical Home Start (VHS), a preschool individualized program for children from 2 to 5 years of age. Results indicate that, especially for black children, home-based preschool enrichment may more effectively promote growth in math and basic skills areas. (Author)

There is a great deal to think about in a minimum competency program: What competencies? How to measure? When to measure? One minimum or many? How high the minimum? Minimums for students or for schools? What to do with the incompetent? (Author/IRT)

The purpose of this proficiency legislation is to create a public dialogue regarding high school graduation standards, restore meaning to the high school diploma, and ensure that students who have difficulty with basic skills receive appropriate instruction. (Author/IRT)

As part of a larger longitudinal study to analyze the career development process in pharmacy at the University of California, demographic, attitudinal, and prior academic achievement data were collected from first-year students during 1971-1974. The additive value of the PCAT when directly contrasted with existing variables was assessed. (LBH)

The question of educational effects in higher education is reexamined by studying the effects of academic departments (rather than entire colleges) and employing as criterion measures achievement tests appropriate for the individual departments. (Editor/LBH)

It is recommended that the scores obtained on achievement tests in different subject areas after the same number of years of study should be more nearly comparable. In addition, new forms of the Latin Achievement Test (LAT) should be developed and the spring test date for the LAT should be restored. (HP)

In October, 1976, a new type of question was introduced into the Victorian HSC German test: A listening comprehension question with multiple-choice answers has replaced the written reproduction question. Results of a computer analysis of the answers given in the exam are reported. (SW)

An investigation was conducted of the use of cloze tests in measuring native English speakers' achievement in four foreign languages, German, Japanese, Russian, and Spanish. The study sought to determine whether the cloze tests separate the achievement scores of students at different levels. (SW)

The test, multiple choice in form, has no place for oral expression. Other criticisms are given, e.g., that the test seems to rest on a faulty teaching plan, specifically in the sequencing of grammatical problems to be mastered. (Text is in German.) (IFS/WGA)