Handbook On Formative and Summative Evaluation of Student Learning

gains" (p. 329). In Part 1 the senior authors begin the attempt to convey the state of the art. Twelve chapters comprise a sound, competent, and up-to-date general survey of the fundamentals, with emphasis upon "mastery learning", formative and summative evaluation, and the two taxonomies produced by Bloom and associates. In Part 2 twelve relatively young but highly competent subject matter specialists present the state of the art in their respective areas (eleven in all). Each chapter follows much the same pattern, beginning with curriculum trends, followed by an overview of content and instructional objectives and culminating in a master table of specifications, an illustration of testing procedures, a short section on formative testing, and a discussion of standardized tests. It is com-