This journal issue addresses the issue of testing in the social studies classroom. The first article, "The Role of Testing" (Bragaw), focuses on the need for tests to reflect the objectives of the study completed. The varying functions of pop quizzes, weekly tests, and unit tests are explored. "Testing Thinking Processes" (Killoran, Zimmer, and Fischer), identifies four basic thinking processes that social studies teachers may want to foster in their students through tests--memorization, analysis, synthesis, and hypothesis--and demonstrates how to construct questions that develop these thinking processes. Examples of matching, true/false, essay questions, and graph interpretation exercises are provided. In "Some Reflections on the Art of Testing," Hotchkiss considers both the importance and limitations of testing as a tool for measuring student achievement. The final article, "Essay Questions: The Eternal Braid" (Killoran and Fischer), discusses the construction of social studies essay questions and presents specific suggestions for improving this type of testing method. The final article illustrates possible variations in essay question construction. Discussed are essay questions based on charts and illustrations, written statements, and dilemmas. (LP)