Discusses nine factors affecting the relationship between learning and test performance that can be controlled by the teacher: time on task, level of learning, question format, number of questions, inclusion of past work, difficulty level, grouping, use of new items, and difficulty distribution. (SR)

Explains how tables of specifications (used in estabishing content validity) and item analysis (a modificatin of item difficulty) can readily be used by the classroom teacher to design well-balanced tests. (HOD)

Outlines the benefits associated with true-false and multiple-choice tests and sets forth rules for writing effective items for such tests. (FL)

Notes that essay responses allow students to display the broadest range of cognitive skills. Considers ways of improving essay exams and claims that evaluating essay questions necessitates maintaining the author's anonymity, predetermining the method of awarding points, and scoring papers in a random order. (MM)