A critique of a variety of formats used in combined-response test items (those in which the respondent must choose the correct combination of options: a and b, all of the above, etc.) illustrates why this kind of testing is inherently flawed and should not be used in optometry examinations. (MSE)

An approach to improve the test-taking abilities of minority students, and especially college students, are discussed. The problem of lower performance of minorities on norm-referenced, standardized test is also considered. One approach to help improve students' scores on standardized tests is test-taking instruction and practice on simulated…

A group of eight educators and one law student discusses the most recent changes in the Scholastic Aptitude Test content and format, which will include a reasoning test and a battery of subject tests. Comments focus on general reactions, specific additions and deletions, test bias, implications for admissions, and coaching. (MSE)

Cohen and Hyman's response contains several misunderstandings of the original article by Mehrens and Kaminski. One frequently wishes to make inferences to a domain from a test, but teaching a specific performance and testing for that performance does not allow for a domain inference. (SLD)

Discusses some difficulties that medical students experience in taking exams containing multiple choice questions. Differentiates between multiple true/false type questions, in which several answers may be true, and one-out-of-four type, in which only one answer is correct. Provides tips for taking and making multiple choice tests. (TW)