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The article discusses an experimental study in biology that integrates testing with learning. The study shows that the experimental tests have a considerable diagnostic and remedial value for a student because it helps him in developing ability of self-dependency. Teachers' task of ceaseless correction of papers was eliminated by asking students to correct their own papers or those of their neighbors. Students' learning ability was increased through this activity and they regarded the practice tests as very valuable to them individually. Practice tests helped students by calling their attention to the points which students might not have noticed otherwise. These practice tests stimulate and increase students' learning of the text-book facts and are helpful in developing the attitude and ability of self dependency in students. This method is based on the transfer of responsibility of diagnosis and remedial activity from the teacher to the students.

The article presents a study which examines the performance of students who are taking up the Biological Sciences Curriculum Study in the U.S. The curriculum was established in 1959 for the purpose of upgrading the teaching methods in biology and enhances the student's understanding of the theories and its application for practical purposes. The actual examination performances in the laboratory revealed significant information regarding the technical skills and problem solving abilities of the students. Some students revealed high standards of work.

The article presents a study which evaluates the attained development of the intellectual skills, which are needed in order to understand the nature of scientific inquiry among the students in Israel taking up the Biological Science Curriculum Study (BSCS). The instrument used in this study must be regarded as a criterion-referenced measure. The results of the study were recommended to be used as feedback material for teachers already engaged in BSCS teaching and as a training material for prospective BSCS teachers.