Validation research for educational achievement tests is often limited to an examination of intended test score interpretations. This article calls for an expansion of validation research in three dimensions. First, validation must attend to actual test use and its consequences, not just score meaning. Second, validation must attend to unintended…

It is important for counselors to understand the problems involved in testing students and also how to properly evaluate test results. This article discusses both areas. (HMV)

A report of a special panel, appointed by the Board of Scientific Affairs of the American Psychological Association, which investigates the use of ability tests with disadvantaged students in the schools, focusing especially on intelligence tests. Various sections present a discussion of the theoretical rationale of human abilities underlying the…

The views of E. L. Thorndike on the future of measurements of abilities, expressed 25 years ago, are summarized, and the future of measurements of abilities as it appears now is examined. Opportunities for improvement now arise mainly from increasing social concern for effective education. Measurement technology has developed rapidly and cannot…

Psychologists must often make decisions about the significance of scaled score differences between subtests on the WISC-R. Differences which are statistically significant at the .05 and .01 level are presented. Cautions concerning the interpretation of statistically significant differences are discussed. (Author)

Commonly used standardized intelligence scales are free from the inherent flaws that allegedly result in discriminatory assessment. Issues of internal validity, predictive validity, and examiner effects are discussed. (Author/JKS)

Basic test terminology is explained for parents of school children. Terms which are defined include aptitude, achievement, criterion referenced tests, norm referenced tests, and intelligence quotient. Brief discussions of the advantages and limitations of tests are included. Testing is seen as providing valuable information to the school, students…

The Raven Coloured Progressive Matrices and a Piagetian battery were administered to a sample of hearing-impaired elementary school children under six different conditions. Results indicated that scores varied as a function of the degree and type of feedback or elaboration. (JKS)

A look at the history of intelligence testing suggests that those most closely allied with intelligence testing were often least able to see the larger issues. Input is needed from those who have examined broader currents in the history and sociology of ideas. New ideas must be cultivated to avoid redundancy in the field. (SLD)

This paper provides a historical review of national standardized testing and its relation to ethnic and racial minorities. In the pre-World War I period, psychological testing was conducted on the large masses of immigrants that were arriving in the U.S., and on black and white army draftees. Generally these tests showed that black draftees and…

Three do-it-yourself intelligence test handbooks, five mini-textbooks, and five consumer protection guides are reviewed. Each type of publication reflects different social ideologies and communicates favorable, cautiously neutral, or critical messages, respectively, about testing. Psychologists Jules Leopold, Martin Lutterjohan, and Victor…

Four topics were emphasized during this conference on testing problems: (1) the selection of appropriate score scales for tests; (2) the experimental approach to the measurement of human motivation; (3) trends in public opinion polling since 1948 and their probable effects on predictions of the 1952 election; and (4) techniques for developing…

Faced with a frustrating lack of ability to solve the problem of providing educational opportunities for inner city children, many have turned, in frustration and despair, to the creation of myths about the whole enterprise, including achievement testing. Three myths about educational achievement testing and inner city children that are addressed…

The stability and change of verbal, non-verbal, and total IQ scores from group tests were investigated for students tested at Grades 1, 2, 4, 7, 9, and 11. Conclusions are discussed in detail, and the following recommendations are made: (1) Group intelligence tests should not be routinely administered in Grades 1 and 2 unless the users and…

The current and future state of intelligence testing of educable retarded children are discussed in terms of prediction, diagnosis, and remediation. Individual testing formats, task analysis, transfer of training, social nature of testing, degree of contextual support, and Neisser's distinction between academic intelligence and everyday thinking…