Two of the often repeated criticisms against the new or ob jective examinations are that (1) they often measure only small and detached details of information rather than general principles and real understanding of the subject matter, and that (2) they are a test of the student's ability to memorize rather than his ability to organize remem bered facts and use them in solving problems related to the field covered by the examination. Because of these criticisms the objective questions are often found to be most satisfactory when used in combination with questions of the old style or essay type even though this latter type of question involves the expenditure of a disproportionately large amount of time in the reading of the papers, and is further objectionable because it is difficult to keep the standard of judgment constant throughout the reading. Instructors in the Elementary Psychology Laboratory course in the University of Minnesota have been particularly interested in simplifying examination methods because of the large number of students who work in the laboratory. Approximately two hundred-fifty students register for this course every academic year, and it is important, therefore, to supple ment the commonly used objective questions, not with the essay type dis cussion questions but with some objective questions designed especially to test the student's understanding of the subject matter and his ability to organize and interpret the facts he remembers. Several varieties of such questions have been tried out during the last few years, and the series described below has proved to be one of the most successful. Since the technique here described is concerned with elementary statistical concepts, it might prove useful in connection with courses in Experimental Psy chology, Mental Testing, Individual Differences, or courses in any field where the rudiments of statistical methods are taught and an under standing of the simplest measures of central tendency and variability are necessary for the correct interpretation of experimental results. The questions are not based on any particular statistical textbook. They require a half hour of the student's time and each paper can be scored in fifteen seconds, with an objective key. They occupy four, 365