Assessed validity of the Personality Inventory for Children (PIC) using the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wide Range Achievement Test (WRAT) as criterion instruments. The cognitive triad of the PIC was minimally correlated with all intelligence quotient measures and significantly correlated only for reading and…

Forty-eight elementary school teachers were studied to determine the concurrent and predictive validity of the National Teachers Examination (NTE). NTE scores, grade point averages, and American College Test scores were correlated with principal and pupil evaluations of teacher performance. Methodology is discussed. (JL)

Investigation of criterion-related validity of test scores of 107 deaf residential adolescents found concurrent validity between the Standard Progressive Matrices (SPM) and the Performance IQ of the Wechsler Intelligence Scale for Children-Revised, using both hearing and deaf norms. Predictive validity was supported by correlations between the SPM…

The Turkish edition of the Test Anxiety Inventory (TAI-T) was accomplished in three stages, each stage constituting an independent study with new samples. In the first study, using bilingual Turkish high school and college students, the transliteral equivalence between the Turkish and English TAI items were achieved. The second study, using a…

This research study explores the concurrent and predictive validity of the English language proficiency screening test used by the University of Dar es Salaam (Tanzania) and the relationship of this measure to academic performance. It is concluded that (1) evidence of the predictive validity of the test supports its use for efficiently…

This study provides information about the cross-time stability of the Elementary Form of the Estes Attitude Scales and provides additional evidence for the criterion-related validity of these scales. To meet these objectives, children in grades three and four were administered the Estes scales for three successive years. (LMO)

Interviews with children about their knowledge of a set of words was used to examine the concurrent validity of three paper-and-pencil measures of knowledge of these words--a standardized vocabulary test and two experimenter-designed tests. One experimenter-designed test, the Levels test, had three multiple-choice items per word that targeted…

In three studies of college students, significant correlations in the predicted direction were found between criterion process variables related to academic success and scores on the Academic Locus of Control Scale. The criterion variables included verbal class participation, study time, and homework completion. (Author/BS)

Evidence from 2,063 elementary and secondary school students who took the School Achievement Motivation Rating Scale developed through the participation of 30 teachers supports the internal consistency and stability of scores from the scale. Evidence of concurrent and construct validity is also provided. (SLD)

Examined concurrent validity of Wide-Range Achievement Test-Revised and Kaufman Test of Educational Achievement with teacher estimates of classroom performance in reading and mathematics, comparing test performance of average third and fourth graders (N=134). Results suggest that adequate assessment of achievement requires selective use of…

Examined relationship between Matrix Analogies Test-Short Form (MAT-SF) and Stanford-Binet Intelligence Scale: Fourth Edition and academic achievement as measured by Kaufman Test of Educational Achievement-Brief Form (KTEA-BF). Findings from 71 referred students supported concurrent and criterion-related validity of MAT-SF. MAT-SF correlated…

Examined uses and concurrent relations of Teacher's Self-Control Rating Scale (TSCRS) and The Walker-McConnell Scale of Social Competence and School Adjustment (Walker-McConnell Scale) through analysis of classroom teachers' referral of students (N=92) with academic problems. Found moderate to high levels of concurrent validity and significant…

The relative accuracy of teacher judgments of academic performance in classifying students as learning disabled (LD) or nonhandicapped (NH) was contrasted to standardized tests of intelligence and academic achievement. Results indicated that teacher judgments were as accurate in separating LD and NH groups as standardized tests of intelligence and…