Abstract
Two teacher-made tests dealing with physics terminology were constructed and administered to four groups of students in two general physics courses. Each test consisted of an essay and multiple-choice part. Test reliabilities tended to be higher for the essay parts. The grader reliabilities of the essay parts were high, but there were significant differences between the mean grades by two instructors. The correlation coefficients between the test scores and total course achievement were moderately high. The correlations tended to be higher for the multiple-choice tests. It was tentatively concluded that (1) multiple-choice and essay tests on definitions had low to moderate correlations with each other and (2) multiple-choice tests of physics definitions were fair to good predictors of achievement in general college physics.
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