The present quantitative study evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in reading and mathematics. SES provides free tutoring outside of school to disadvantaged students who attend Title I schools in their third year of failing to achieve…

The assessment of oral language is now quite commonly done in pairs or groups, and there is a growing body of research which investigates the related issues (e.g. May, 2007). Writing generally tends to be thought of as an individual activity, although a small number of studies have documented the advantages of collaboration in writing in the…

This study was conducted to determine how items of the Stanford-Binet Intelligence Scale, Form L-M, had performed in the 1930's standardization sample in comparison with the 1972 standardization sample. (SB)

Freshmen (N=202) took two batteries of aptitude tests 10 months apart. Six pairs of tests were studied. Two pairs were identical, two were parallel, and two were completely different. This design made it possible to separate three components of practice: (a) general test sophistication, (b) specific practice effect, and (c) item familiarization.…

This study explored the impact of individual versus two-person group testing on graduate students' achievement and motivation to learn while enrolled in a 16-lesson educational research methods course. Students in two sections of the course were exposed to the same content and instructional methods, with one exception: students in one section took…

Prevalence rates of cognitive impairment in persons 75 to 85 years of age have been documented in the range of 10-15%, and exceeding 20% after age 85. A recent study has demonstrated even higher prevalence rates: 18.7% between the ages of 75-84 and 47% in persons over 85 years of age. Screening for dementia in persons 75 years of age and older…

THIS STUDY ATTEMPTED TO DEVELOP A GROUP TEST OF GENERAL ABILITY WHICH WILL ACCURATELY ASSESS THE INTELLECTUAL CAPACITIES OF ELEMENTARY AND SECONDARY STUDENTS IN THE PUERTO RICAN SCHOOLS. THE OBJECTIVES WERE--(1) TO DETERMINE WHAT COMMON INTELLECTUAL TASKS INDICATE MENTAL ABILITY IN SPANISH-SPEAKING PUERTO RICAN AND OTHER ENGLISH-SPEAKING AMERICAN…

Two hundred-sixteen fifth- and sixth-graders were dichotomized on attitude toward school (positive or negative) and randomly assigned to three conditions in which they were instructed that they were about to take either an Intelligence, Achievement, or a Routine test. Results of analysis of variance on Kuhlmann-Anderson scores revealed significant…

Research to date on adaptive (sequential, branched, individualized, tailored, programmed, response-contingent) ability testing is reviewed and summarized, following a brief review of problems inherent in conventional individual and group approaches to ability measurement. Research reviewed includes empirical, simulation and theoretical studies of…

The Raven Advanced Progressive Matrices Test (APM) is a well-known measure of higher order general mental ability. The time to administer the test, 40 to 60 minutes, is sometimes regarded as a drawback. To meet efficiency needs, the APM can be administered as a 30-or 40-minute timed test, or one of two developed short versions could be used. In…

Investigated the effect of examiners' ethnicity on the intelligence test performance of Anglo and Mexican-American subjects. On the WISC Vocabulary, Mexican-American subjects scored significantly higher when the test was administered by Mexican-American examiners. (Author)

Alternatives to a solitary testing format can involve students working in teams to arrive at the correct answer. We compared two group assessment methods, cooperative and competitive, to a solitary testing approach. In most comparisons examining the undergraduate respondents' (N = 77) performance, the two group-testing methods were equivalent.…