Undoubtedly many of us in the English-speaking Caribbean - especially teachers of Caribbean History - welcome the publication of a book of test items by a history teacher. Not only have the items come at a time when there is widely felt need on the part of teachers and students, but history teachers in the Caribbean have rarely, if at all, seriously ventured into the field of educational measurement in general, and the development of Objective-type items specifically

The Cuban economy is fairly typical of the small tropical, primary producing, import-oriented economies which comprise the majority of the world’s under-developed nations. In terms of national income per head the Cuban economy before the revolution was stagnant rather than poor. Eric Williams [24] states that the national per capita income in 1958 was $500.00 ranking third in Latin America and well above average for third world countries.

In order to help students achieve the goal of conceptual understanding teachers must not only know and appreciate the nature and value of such understanding but must know how concepts are learned. One point on which many studies of concept development to date seem to agree is that one person cannot give concepts to another at any level higher than that of simple recognition. Teachers can identify a concept for students and expect them to know it on the cognitive level of recall.