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Pielstick, N. L.; Thorndike, Robert M. – Psychology in the Schools, 1976
Reanalysis of Wakefield and Carlson's data confirmed canonical correlations of .84 and .69, but analysis of redundancies revealed that only 34 percent of the total WISC subtest variance is redundant with the ITPA and 39 percent of the ITPA subtest variance is redundant with the WISC. (Author)
Descriptors: Comparative Testing, Intelligence Tests, Statistical Analysis, Test Reliability

Bracken, Bruce A.; Prasse, David P. – Psychology in the Schools, 1983
Compared the Peabody Picture Vocabulary Test and McCarthy Scales of Children's Abilities for 35 preschool children identified as being "at risk." Nonsignificant differences were found between Forms L and M of the PPVT-R and the McCarthy GCI.Correlations between the PPVT-R and the McCarthy GCI and Scale scores were significant. (Author)
Descriptors: Cognitive Tests, Comparative Testing, High Risk Students, Preschool Children

Valencia, Richard R. – Psychology in the Schools, 1983
Examined the stability of the McCarthy Scales of Children's Abilities for a sample of 42 English-speaking and 42 Spanish-speaking Mexican-American preschoolers. The subjects were retested after one year. Concluded that the McCarthy is a relatively stable instrument for English-speaking Mexican-American children. (Author)
Descriptors: Cohort Analysis, Comparative Testing, Culture Fair Tests, Mexican Americans

McCallum, R. Steve; Bracken, Bruce A. – Psychology in the Schools, 1981
Compared alternate forms of the Peabody Picture Vocabulary Test-Revised for (N=72) preschool children. Results indicated differences between Form L and Form M mean scores were nonsignificant for Whites, males, females, and the total group. For Black preschoolers, Form L was apparently more difficult to complete successfully than Form M. (Author)
Descriptors: Black Youth, Comparative Testing, Intelligence Tests, Preschool Children
Eckert, Tanya L.; Dunn, Erin K.; Codding, Robin S.; Begeny, John C.; Kleinmann, Ava E. – Psychology in the Schools, 2006
Teacher judgments have been identified as a primary source of information regarding student academic achievement. Research examining the accuracy of teachers' judgments in assessing students' academic abilities has shown relatively high accuracy. However, previous studies have relied primarily on norm-referenced measures to obtain estimates of…
Descriptors: Mathematics Skills, Academic Ability, Performance Based Assessment, Curriculum Based Assessment