These four serial issues examine the effectiveness and appropriateness of a variety of assessment tests as well as their relationship to developmental education. Included are reviews of the following tests: (1) the Comparative Guidance and Placement Program, a self-scoring test of English and mathematics; (2) the Stanford Achievement Test, an advanced battery of tests of vocabulary, reading comprehension, mathematical concepts, computation and application, science, and social sciences; (3) the Comprehensive Test of Basic Skills, a test to assess proficiency in reading, language skill, arithmetic, science, social science, and study skills; (4) the Nelson-Denny Reading Test, which measures reading comprehension, vocabulary, and reading rate; (5) the California Achievement Test, measuring reading levels from grades 1 through 12 by testing reading comprehension and vocabulary; (6) the Sequential Test of Educational Progress, used to assess "higher order" intellectual skills related to reading, such as comprehension, inference, analysis, and translation; (7) the Canfield Learning Styles Inventory, a test to assess the affective dimensions of learning such as student preferences for conditions of learning, the content of learning, and the mode of learning as well as student expectations; and (8) the Kolb Learning Styles Inventory, a test to measure the cognitive dimensions of learning styles, such as students' use of reflective observation, abstract conceptualization, and active experimentation. In addition, "Assessing Assessment," by Dennis Gabriel, is presented, which discusses the results of four surveys of educational institutions on assessment strategies and test use, and which calls for more widespread use of mandatory testing and placement of underprepared students in basic skills courses. (PAA)