Social scientists have long agreed that satisficing behavior increases error and reduces the validity of survey data. There have been numerous reviews on detecting satisficing behavior, but preventing this behavior has received less attention. The current narrative review provides empirically supported guidance on preventing satisficing by…

Sound testing practices and the high-quality information that can result are helpful to those who have oversight, responsibility, or interest in American education. To the extent that tests provide high-quality information, they form the basis for making accurate judgments about individual students. It is equally true, however, that factors which…

The EA:es index (part of the Comprehensive Rorschach System) is discussed, demonstrating how conceptual difficulties and abstract jargon can result in misleading and contradictory inferences. The comments of J. E. Exner, Jr., and the response of J. H. Kleiger concern the importance of theory in Rorschach interpretation. (SLD)

Reviews four studies of the Strong-Campbell Interest Inventory (SCII) twin occupational scales and correlations developed showing the degree of similarity in results of those four studies. Findings indicate counselors need to know average female and male test-taker scores on other-sex occupational scales to make accurate SCII test interpretations.…

This article criticizes the generally held assumption that psychological test scores are trait measures. Reasons for the continuing belief in this fallacy, as well as the social consequences of its general acceptance, are discussed. Suggestions for avoiding the test-trait fallacy are made. (EB)

The 1978 New York City Test Report indicates that forty-three percent of those tested in that year in the City's public schools are reading at or above grade level. These results, however, when summarized in this way, are meaningless. The graph prepared for this article traces the reading levels of the school system and its 32 districts for…

In a confidence weighting situation, the examinee is asked to indicate the correct answer, and how certain he or she is of the correctness of that answer. This paper reviews the bases for confidence marking, its validity and accuracy in evaluating students, and it's use in research. (BW)

This chapter discusses units of measurement, relates types of scales and norms to the purpose for testing, looks at types of test data typically reported, identifies the primary users of test information, looks at limitations of scales and norms, and looks at the interaction between user and data. (Author/RL)

This article briefly traces the development of intelligence testing from its beginnings in 1905 with Alfred Binet; cites the intelligence theories of Spearman, Thurstone, and Guilford; and examines current objections to intelligence tests in terms of what they test and how they are interpreted. (SJL)

Illustrates the importance of carefully interpreting reading test results. (JT)

Commonly used standardized intelligence scales are free from the inherent flaws that allegedly result in discriminatory assessment. Issues of internal validity, predictive validity, and examiner effects are discussed. (Author/JKS)

The potential educational import of noncognitive personal characteristics is examined with particular reference to problems in their measurement. Attention is drawn to some dangers and difficulties in using noncognitive measures in educational practice, and to the need for safeguards against misuse. (Author/RD)

Examines mandated testing impact on curriculum and instruction in mathematics and science for minority students. Survey responses from 2,229 math and science teachers of minority classes and interviews with 289 urban educators show tests are not adequately sampling higher-order thinking or high-level conceptual or procedural knowledge in either…

Instructional programs organized according to modern educational technology are discussed within the purposes of criterion-referenced measurements used. The problems of criterion-referenced measurements include scoring and score interpretation, item and test analysis, and mastery testing. An overview of solutions and approaches to the problems and…

The monograph examines the provisions of P.L. 94-142 (the Education for All Handicapped Children Act) regarding nondiscriminatory evaluation of handicapped students. (CL)