Title I elementary school children (N=37) were administered the Arithmetic subtest of the Wide Range Achievement Test and the Key Math Diagnostic Arithmetic Test. One year later, the Metropolitan Achievement Test was administered. Correlations between the three measures are presented and discussed. (Author)

Predictive validity of a school readiness test (Preschool Screening System (PSS)) was investigated through a teacher rating scale (Rhode Island Pupil Identification Scale) to six groups of kindergarten children of both sexes (N=245). The most powerful predictor in every group was the "Information Processing" score of the PSS. (Author)

Seeks to determine convergent validity values and to compare intelligence estimates for three tests across various levels and ranges of intelligence. Results indicated that the use of the PPUT or DAP for determining intelligence of kindergarten children is unjustified. (Author/PC)

Correlations with Binet IQ in the ITPA normative sample were corrected for restricted intelligence range. The corrected correlation for the Psycholinguistic Quotient is as high as that between the WISC and the Binet, a finding that raises a serious question about the construct validity of the ITPA. (Author)

Test performance and reported anxiety levels of high and low test-anxious subjects taking either a regular exam or an exam containing brief, written relaxation instructions were compared. High test-anxious subjects performed more poorly and reported greater worry and emotionality. Results provide greater external validity for Test Anxiety Scale.…

The S.I.T. is an age scale of intelligence with demonstrated reliability and high validity coefficients correlated to the Stanford-Binet. The items of the SIT were classified according to a scheme resembling Valett's classification of Stanford-Binet test items. A comparison of the classifications is made. (Author)

Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. The results suggest that, even with the improved WISC-R manual, scoring remains a difficult and challenging task. (Author)

First-grade students were administered the Boehm Test of Basic Concepts (BTBC), then given 15 weeks of instruction relevant to concepts for which corresponding BTBC items were most frequently missed. Improvements in mid-year and end-of-year BTBC performance did not occur, but a significant treatment effect did occur on the Stanford Achievement…

This study examined the variability of classification by the Matching Familiar Figures Test (MFF) as a function of grade level medians. MFF classification was highly dependent upon which sample medians were used. Analysis revealed for the majority (65 percent) of children, change in classification was due to change in the median error cutoff.…

The predictive validity and factor structure of the ABC Inventory were analyzed by comparing scores obtained by preschoolers on this test with scores on the Metropolitan Reading Test. The correlational and factor analyses results reveal significant empirical and conceptual relationships between the two tests. (Author/PC)

Certain subtests of the WISC, ITPA, and Stanford-Binet are used as measures of analogical reasoning. Because several facts suggested that the form of analogy used on these subtests does not require subjects to engage in true analogical reasoning, the validity of these subtests as measures of analogical reasoning was investigated. (Author)

The purpose of this study was to clarify the validity of the PIAT when used with primary age children classified as educable mentally retarded. (Author)

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test, using the Slosson Intelligence Test For Children and Adults as the predictor. Results indicate that the Slosson IQ significantly predicts Wide Range standard scores. (Author)

This study evaluates the reliability of profile analysis for assessing differential abilities on the McCarthy Scales for Children's Abilities (MSCA). Subjects were enrolled in private schools. Results indicated 70.9 percent of the sample showed profile variability not reasonably accounted for as real fluctuations in measurable abilities. (Author)

Stability of the WISC-R subtest profile for 161 learning disabled (LD) children over a 7-month test-retest interval was examined. A unique subtest profile reported earlier was replicated. Performance IQ was significantly greater than Verbal IQ at both testing occasions. (Author)