Approaches to test score use and test purpose lack the well-developed methodological guidelines and established sources of evidence available for intended score interpretation. We argue in this paper that this lack fails to reflect the ultimate purpose of a test score—to help solve an important problem faced by intended test users.

The major purpose of this paper is to investigate the effects of CAT test design and bank distribution on the content coverage and the efficiency of the tests.

This American Mathematical Association of Two-Year Colleges (AMATYC) article examines the three key areas of mathematics teaching and learning: ways of doing, ways of thinking and habits of thinking.