Similar results were obtained here to those reported in TM 000 052: Random and chronological item arrangements yielded equivalent scores; the cognitive tests were again limited predictors of posttest achievement; and there was no consistent pattern as to the learning curve providing the test fit for all students, even though these monitors contained five more items (14) than those used in TM 000 052. In contrast, however, the expected increase in scores did occur on this occasion. Tables of reliabilities are included. (DG)