Discusses microcomputer-based test types that can measure learning of classroom content: (1) objective examination, (2) hands-on examination, (3) power examination, and (4) take-home examination. Recommends that a combination of power, objective, and take-home examinations achieves representative results with a minimum loss of class time. (CH)

University entrance examinations in China are described. Then the 1985 test is presented. (MNS)

During a 45-minute observation period, Texas teachers must demonstrate their abilities on a long checklist of "performance indicators." This approach, like its sister systems cropping up in other states, is based on a narrow, standardized, and superficial view of teaching. (Author)

Reviews research relevant to the potential bias in the questioning strategies of counselors. Concludes that it is imperative that counselors think in scientific terms about human behavior and are critical of themselves as cognitive organisms. (LLL)

Current teacher certification tests are simplistic, multiple-choice, and context free. They quiz knowledge of terms and laws rather than proving comprehensive understanding of educational theory and practice. Such tests are effective neither in selecting good teachers nor in establishing a broad and realistic professional knowledge base. (LHW)

The economics content of the General Certificate of Secondary Education (GCSE) examination, which replaces the current level "O" exams in 1988, is described in five versions being proposed by different regions of the United Kingdom. The make-up of the items, a full listing of assessment objectives, brief syllabi, and addresses of the…

Protocols of 327 students referred for possible special education services were examined using brief forms of the Weschler Intelligence Scale for Children-Revised. The authors concluded that brief forms of the WISC-R should be avoided; however, if a brief form is necessary, K. Hobby's split-half technique is recommended. (Author/CL)

This study attempted to gain insight into what teacher candidates think about teacher-competency testing and how test results should be used. A majority of students were negative toward testing, and the weight test scores could be given in hiring and evaluation of teachers. Implications and recommendations are discussed. (MT)

Competency testing programs in Detroit, Illinois, and in the states of Maryland, Texas, and South Carolina have positively influenced student learning. In all four programs, measurement was perceived as a catalyst to improve instruction. (MLF)

It is suggested that external examiners play a significant role in establishing and maintaining the quality of courses and that greater openness and agreed-upon standards would improve both assessment and learning. Specific suggestions are provided. (MSE)

Abbreviated CID W-22 lists were administered to normal and hearing-impaired adults to test the hypothesis that fewer judiciously chosen items can be used to test word recognition without compromising test accuracy. Results show that fewer items can be used if the words are sufficiently difficult and strict passing criteria are employed. (Author/CL)

An operant conditioning discrimination paradigm was evaluated of relationships between response behavior of young children and two stimulus components of the paradigm, the discriminative stimulus and the reinforcing stimulus. Findings revealed the effects of schedules of reinforcement, novel reinforcement, and age. (Author/CL)

This article identifies the applications of microcomputers to assist teachers in designing, constructing, administering and scoring teacher-made tests that address the needs of learning disabled students. Guidelines for modifying presentation and response modes, facilitating motivation, and scoring tests are described along with cautions in using…

Varying the order of the language arts subtests in the Wide Range Achievement Test did not significantly affect performance of 54 learning disabled students in grades one - nine. (CL)

Analysis of comparisons of subtest scores of 76 students (grades two - six) on the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests revealed that, although correlations for the total group were highly significant in both comparisons, a grade level analysis demonstrated wide variability in results. (CL)