The results of the present study suggested that PPVT and SIT IQs are not directly comparable to the WISC-R IQs when the moderate to low correlation coefficents are considered. In addition, the SIT appears to be more comparable to the WISC-R than does either Form A or Form B of the PPVT. (Author)

Compared three methods of rating thoughts: self-rating by subjects, rating by experts with thoughts presented randomly, and rating by experts with thoughts presented in context among 107 students who listed their thoughts prior to giving a speech. Results indicated all three methods were equal in predictions of speech anxiety and performance.…

Compares scores of 3,443 third graders in 1956 and 4,378 third graders in 1977 on the California Short Form Test of Mental Maturity. Examines differences in factoral structure and differences in ability level between groups for factors (64 items related to 7 components) apparently measuring consistent abilities. (SB)

Since the writing section of the Test of English as a Foreign Language (TOEFL) computer based test (CBT) is a single-prompt essay test, it is very important to ensure that each prompt is as fair as possible to any subgroups of examinees, such as those with different native language backgrounds. A particular topic of interest in this study is the…

This report examines the overlap between student test results on the Iowa Test of Basic Skills (ITBS) and the Washington Assessment of Student Learning (WASL). The two tests were compared and contrasted in terms of content and measurement philosophy, and analyses studied the statistical relationship between the ITBS and the WASL. The ITBS assesses…

This study, one of a series designed to answer practical questions about performance based assessment, examined the comparability of school scores on short, nonparallel test forms. The data were obtained from mathematics tests with both multiple choice (MC) and performance assessment (PA) items. The tests were administered in a statewide testing…

Maryland participated in the State National Assessment of Educational Progress (NAEP) in 1996 and 1998 when samples of approximately 2,500 fourth and eighth graders in 100 schools participated in the testing sessions for mathematics (1996) and reading (1998). This report is an initial attempt to return information to Maryland about the relations…

The results of a creative writing survey among sixth grade disadvantaged pupils indicate that conventional test scores help identify given levels of developed skills, and such skills are related to effective writing. (Author/NL)

Existing item response data on three achievement tests were used to compare the use of two sequential testing procedures with conventional testing for purposes of dichotomous decisions on each of the three dimensions. (Author/AG)

Using criterion-referenced test item data collected in an empirical study, differences in item selection between Cox and Vargas' pretest-posttest validity index and a latent trait approach (evaluation of the item information function for the mastery score) are analyzed. (Author/GK)

Focuses on mental tests, test developers, and the social and historical context in which mental tests were developed in the United States and England. Suggests that the tests were produced in an intellectual and social climate heavily influenced by eugenicist theory and that more attention should be paid to research which casts doubts on the…

Presents study conducted using high school Spanish students to demonstrate that either a cloze test or a redundancy test could be used in place of either the MLA total score or an interview test. (Author/BK)

Language assessment is reviewed as a technology which could become more effective for classroom use through school-based development and greater use of alternatives to standardized testing. (Author)