Descriptor
Source
| Psychology in the Schools | 13 |
Author
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Intelligence Scale… | 3 |
| Peabody Picture Vocabulary… | 1 |
| Slosson Intelligence Test | 1 |
| Wide Range Achievement Test | 1 |
What Works Clearinghouse Rating
Peer reviewedMcGilligan, Robert P.; And Others – Psychology in the Schools, 1971
Descriptors: Art Education, Performance Factors, Performance Tests, Test Reliability
Peer reviewedSchwarting, F. Gene – Psychology in the Schools, 1976
So as to compare the results of the WISC and WISC-R, instruments were administered to 58 children. All IQs were significantly higher on the WISC, with the Performance difference being greater than the verbal difference. Regression equations were obtained to predict WISC-R IQs from WISC scores. (Author)
Descriptors: Children, Comparative Analysis, Intelligence Tests, Performance Tests
Peer reviewedLinn, Marcia C. – Psychology in the Schools, 1973
The present study investigated: (a) the relationship between IQ test scores and ability to follow specific instructions for solving matrices; and (b) the relationship between IQ test scores and the ability to follow strategy instructions for solving matrices. Findings from this investigation may clarify the relationship between intelligence and…
Descriptors: Children, Educational Research, Instruction, Intelligence
Peer reviewedTerrill, Anne F.; And Others – Psychology in the Schools, 1973
The concept of mastery is examined and its application to an Educational Psychology course at the University of Pittsburgh is carefully detailed. (Author)
Descriptors: Educational Psychology, Evaluation, Grading, Graduate Students
Peer reviewedPalmer, Michael; Graffney, Philip D. – Psychology in the Schools, 1972
Testing in English of bilingual children does not necessarily handicap them and the results achieved reflect and accurate level of performance. Once a relationship between addisocioeconomic and performance levels is established, a rise in socioeconomic status could mean a rise in performance. (Author)
Descriptors: Bilingual Students, Bilingualism, Intelligence Tests, Performance Factors
Peer reviewedLessler, Ken; Galinsky, M. David – Psychology in the Schools, 1971
Descriptors: Evaluation, Individual Testing, Intelligence Tests, Intervention
Peer reviewedHankins, Norman; And Others – Psychology in the Schools, 1978
Relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children culturally different by virtue of low family income and residence in mountainous areas of Virginia and North Carolina. (Author)
Descriptors: Correlation, Elementary Education, Evaluation, Intelligence Tests
Peer reviewedWildman, Robert W.; L'Abate, Luciano – Psychology in the Schools, 1979
Reviews status of intellectual assessment. The AVOM Test is a potentially useful device. It measures performance in two input channels, auditory and visual, and two output channels, oral and manual. AVOM was administered to elementary school students. Scores increased with age, and other results support potential utility of the device. (Author)
Descriptors: Cognitive Measurement, Elementary Education, Elementary School Students, Intelligence Tests
Peer reviewedWallbrown, Jane D.; And Others – Psychology in the Schools, 1976
The validity of Wechsler's (1949) comments concerning the addition of the supplementary WISC subtests was investigated for a sample of 20 fifth-grade students. The study was designed to investigate whether or not the addition of one or both of the supplementary WISC sub-tests, Digit Span and Mazes, affected obtained IQs of high achieving…
Descriptors: Academic Achievement, Children, Comparative Analysis, Elementary School Students
Peer reviewedHale, Robert L. – Psychology in the Schools, 1978
Study investigated efficacy of predicting academic achievement as measured by the WRAT, using Verbal and Performance scores of WISC-R as predictors. Both tests were given to 155 children referred for psychological evaluations. Performance IQ did not significantly predict academic achievement, and Verbal IQ significantly predicted only Reading and…
Descriptors: Academic Achievement, Adolescents, Arithmetic, Children
Peer reviewedMiller, Jane N.; Engin, Ann W. – Psychology in the Schools, 1974
Performance-based certification for educational professionals has been stimulated by demand for accountability and educational reform. This article suggests simulated situations and situational response testing as a viable means of contrasting individuals across a number of criteria variables in realistic settings. (Author)
Descriptors: Accountability, Behavioral Objectives, Competency Based Education, Counselor Certification
Peer reviewedKierscht, Marcia Selland; Vietze, Peter M. – Psychology in the Schools, 1975
Low income and middle income four- and five-year old children were shown stimuli in three forms: objects, colored pictures, and black and white line drawings taken from commonly used assessment instruments, and were asked to label the stimuli. Results indicated both groups of children labeled the objects more successfully than the pictures.…
Descriptors: Children, Culture Fair Tests, Elementary Education, Individual Development
Peer reviewedHirshoren, Alfred; And Others – Psychology in the Schools, 1977
The Performance Scale of the WISC-R was administered to 59 prelingually deaf children attending a state-supported day school program. The results compare favorably with those found by Wechsler with the standardization sample. (Author)
Descriptors: Deafness, Exceptional Child Research, Group Testing, Intelligence Tests
