The fundamental Reading Competencies Test assesses proficiency with respect to well-defined functional reading skills of high school students. Validity and reliability data for the test are presented. (Author/JKS)

Investigates the convergence of three measures on a representation of cognitive structure and examines the correspondence between these representations and the representation of subject matter structure. (Author/DEP)

Nine methods of smoothing double-entry expectancy tables (tables that relate two predictor variables to probability of attaining success on a criterion) were compared using data for entering students at 85 colleges and universities. The smoothed tables were more accurate than those based on observed relative frequencies. (Author/CTM)

A debate concerning specific issues and the general usefulness of the Rasch latent trait test model is continued. Methods of estimation, necessary sample size, and the applicability of the model are discussed. (JKS)

Support for the validity of the equipercentile assumption is presented in contrast with the conclusion of Powers, Slaughter, and Helmick (EJ 289 091). Observed "gains" from pre- to posttests are better attributed to stakeholder bias, posttests that match curriculum content too closely, or a combination of these factors. (Author/DWH)

A taxonomic matrix classification was used to assess the curricular validity of the Stanford Achievement Tests for the mathematics textbooks used in a school district's fifth and sixth grades. Rasch item difficulty was also examined. Results indicated only small differences between textbooks. (GDC)

The purpose of this study was to gather empirical evidence to compare the reliabilities and concurrent validities of multiple choice and true-false tests that were written to measure understandings and relationships in the same content areas. (Author)

Tests in General Industrial Arts, Woods, Metals, Electricity/Electronics, and Drawing for Grades 7-9. (GS)

Results indicate that a common prediction system is not practical and that a separate prediction system should be developed for each subgroup. (AG)

The purposes of this study were (a) to analyze the significant variables influencing committee decisions to readmit flunked-out students and, (b) to compare these with variables predicting grade point average after readmission. (Author/AG)

The history of the relation between achievement tests and curriculum programs is reviewed, and it is concluded that content specialists are best qualified as sources of curricular goals to specify content, kinds of attainment, and standards. The specification of instructional intents is also considered from the perspective of modern cognition…