LEARNING TEST-WISENESS BY PROGRAMMED TEXTS1

High school seniors (84 males, 77 females) were randomly assigned to one of two treatment groups. One group received a programmed text designed to teach Ss to answer every item on an examination, whether or not the directions included a penalty for incorrect answers. The other group was administered a programmed text to teach certain selected aspects of test-wiseness. Each group served as the control group for the other. The following day all Ss were administered a measure of willingness to guess and a measure of test-wiseness. Two weeks later, all Ss received additional measures of willingness to guess and test-wiseness. Analysis of the data indicated the group that received the guessing program answered significantly more items than its control group (on both the immediate and delayed tests), even though there was a penalty for incorrect answers. In similar fashion, the group exposed to the test-wiseness program achieved significantly higher mean test-wiseness scores than its control group.     

An Affective Sexual Awareness Program for Counselors

Most counseling students and counselor educators lack adequate preparation for working with clients who have sexual problems. The authors developed a program to facilitate increased awareness of one's own sexuality as a basis for aiding others in that area. The program emphasizes small group participation in order to provide security to explore sexuality and its effects on interpersonal relationships. The program uses brief videotape vignettes of affective-sexual behaviors of individuals and pairs (heterosexual and same-sexed pairs), followed by group discussion. Interpersonal interaction exercises are used to aid participants in relating to their own sexuality. Overall response to the six presentations reported here has been favorable.     

Policy Learning: can Government discover the treasure within?

We live in powerful times and are experiencing a conceptual emergency. The imperative to learn is evident. Yet in spite of advances in knowledge about how we learn, our application of that knowledge in practice remains patchy at best. A key part of the challenge is to encourage government itself to participate in the learning process, and to overcome the psychological and structural constraints it faces that militate against learning. The article suggests a number of measures to facilitate learning within the policy process: including first tackling denial, making space for reflection, empowering the boundary spanners and — most important — practising innovation as learning. The Delors Commission for UNESCO on education for the 21^st century called learning 'the treasure within'. It is no longer possible for government to ignore the turbulence and complexity of its operating environment: it needs to find its own treasure within. This is the case for policy learning.     

Launching a library service for the blind in Trafford*

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Survey of library and information use by health-care students

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EVALUATING AND PREDICTING SURVEY EFFICIENCY USING GENERALIZABILITY THEORY

A long-term science performance monitoring program began in England, Wales, and Northern Ireland in 1980 with the first in an initial series of annual national sample surveys of the science performances of II-, 13- and 15-year-old pupils. The assessment framework underlying this program is process-oriented, consisting of a number of subcategories of science activity, some of which are assessed in practical mode. Pupils are randomly selected for testing according to a complex sampling scheme. Questions are also selected randomly to represent the various subcategories.
From the start of this program, it was intended to appeal to generalizability theory for a suitable estimation paradigm, and in this paper some preliminary applications of G-theory are described. The results of these applications would suggest that computerized question-banking, domain-sampling of questions, and G-theory together provide a useful new technology for this kind of performance monitoring exercise. The issue of interpretability might still remain a problem, however, unless the question domains can be clearly defined, and can be reflected in the question pools with consistency over time.