Current status and new developments in behavioral assessment for clinicians and researchers are discussed. The field of behavioral assessment has attained a recognizable identity in recent years. Behavioral assessment can be defined as the identification of meaningful response units and their controlling variables for the purposes of…

Form level is a major element in the scoring and interpretation of Rorschach responses. Exner's 1974 text and 1976 comprehensive system workbook provided helpful norms and scoring conventions for determining form quality, but its 1985 revision appeared to lead to generally lower levels of form quality. To examine this clinical impression, the…

Argues that criteria for grading essay questions in geography examinations must be explicit and must reflect the kinds of knowledge and abilities sought after in British undergraduate geography courses. Proposes evaluative criteria designed to encourage and assess critical thinking. Enjoins other geographers to further the debate. (CH)

Designed to assist community college instructors in the difficult task of grading students, this seven-part guidebook provides philosophical, theoretical and practical advice. Section I covers common problems associated with grading, the need for grades, and the link between grades and subsequent performance. Section II, "Limitations of Grades,"…

This guide explains the benefits of and procedures for constructing and administering criterion-referenced performance tests in vocational education programs. Addressed in the individual sections are the following topics: the rationale for using task performance measures in vocational education; the predictive validity and physical fidelity of…

Explores the relation of educational evaluation and quality, arguing that true educational improvement depends on public debate that regards evaluation and quality as indispensable partners. Reviews limitations of current achievement tests as accurate measures of student or teacher competency. Notes problems including subject matter restrictions,…

This monograph is designed to acquaint classroom teachers with the language proficiency guidelines of the American Council on the Teaching of Foreign Languages (ACTFL) and the oral testing guidelines of the Educational Testing Service (ETS). The guidelines are intended for language proficiency assessment by the oral interview technique. Designated…

A college faculty member who has graded Advanced Placement exam essays on U.S. government and politics, taken mostly by high school juniors and seniors, suggests that high school teachers and college faculty who assess the essays are not the best qualified persons to do so and that despite efforts to ensure consistency, the resulting scores are…

A faculty consultant to the Educational Testing Service for advanced placement (AP) test reading in U.S. government and politics responds to an article criticizing essay evaluation methods and criteria, finding in it a fundamental misunderstanding of the AP reading process and explaining why the essays are subject to less scrutiny for style,…

Problems inherent in the holistic scoring of essay examinations written by limited-English-speakers are examined, particularly in the context of one California state college in which English writing skills, holistically assessed, are required for graduation. These problems include lack of interrater reliability, raters' perceptions of their role,…

This review of literature from the Educational Resources Information Center (ERIC) database is the second volume on the topic of testing and assessment for the counseling professional; the first volume was published in 1979. The sections on minimum competency tests identify issues of current interest, e.g., the basic issue of definition; the…

This manuscript was written to provide rehabilitation professionals, and vocational evaluation practitioners in particular, with information about learning style assessment instruments. The first section of the guide consists of a literature review that focuses on such aspects of development of the learning styles concept as individual…