Research on collaborative testing has shown that it decreases test anxiety, increases learning and critical thinking skills, and allows students to practice collaboration and teamwork. However, it has most often been used as a second test following traditional individual testing. This quasi-experimental study compared two models of collaborative…

This article extends the work by Armstrong and Shi on CUmulative SUM (CUSUM) person-fit methodology. The authors present new theoretical considerations concerning the use of CUSUM person-fit statistics based on likelihood ratios for the purpose of detecting cheating and random guessing by individual test takers. According to the Neyman-Pearson…

Measurement and assessment are becoming increasingly important to all music educators. The purpose of this study was to investigate the following questions: 1) in what specific ways are current high school band directors assessing students in their ensemble classes; 2) what are high school band directors' attitudes toward the assessment process;…

Four testing schemes are outlined: post-test only, pretest/post-test, the Individually Prescribed Instruction (IPI) Model, and the EIPI Model which takes into account the learning style and the psychosocial background of the learner. The EIPI model has three phases: placement, counseling, and intervention. (RAO)

A new, more specific language for describing work activities, based upon the duty module (clusters of tasks that tend to go together occupationally and organizationally in meaningful ways) is being designed for the Army. The purpose is to improve communications between resource and requirement planners and program operators. The paper proposes two…

A quantitative theory of student trajectories in a computer assisted instruction course for deaf students is developed and tested. The theory rests on certain qualitative assumptions about information processing. The fit of data to theory is reported in terms of the standard scale of grade placement. (Author/DEP)

This report describes the stratified adaptive (stradaptive) test as a strategy for tailoring an ability test to individual differences in testee ability; administration of the test is controlled by a time-shared computer system. The rationale of this method is described as it derives from Binet's strategy of ability test administration and…

The purpose for which a test is needed is the most important criterion for deciding which type of student assessment tool should be used. Standardized tests were developed as sorting instruments based upon certain views of knowledge and learning. Educators, according to their own values, must either bring standardized tests more into line with…

Investigates the power of a macropropositional model of comprehension for a complex social interaction (a rape interrogation) to predict accurate recall by both individuals and groups. The findings are considered in relation to strategic models of discourse comprehension, and the implications for future social psychological research are discussed.…

This publication reviews issues and processes in the quest for less-biased, least-biased, non-biased assessment. It is intended to aid the school psychologist in assisting all individuals in placement or program decisions for school-age children. The first section articulates the common sources of bias in assessment and identifies concepts…

The present study was undertaken to assess whether training that was known to produce transfer within the Cognition of Figural Relations (CFR) domain of Guilford's Structure-of-Intellect model would also produce transfer to other operations in Guilford's model. Fifty subjects, matched for pretest score on a double classification task, were…

Test publishers and the users of standardized IQ and summary-score achievement tests have failed to consider the problems associated with testing the minority child. Since the results of these tests are used to determine the education, economic, and social future of children, a harder look at the minority child's cultural background is essential.…

When selecting standardized reading tests for purposes of decision making, the school psychologist must answer several questions, such as "What reading skills do I wish to assess?" or "How do I judge if the test is technically adequate?" Recommendations for test selection are made within the context of these questions.…

Noting that accurate procedures for predicting reading ability in school settings are necessary for a variety of purposes, this paper reviews methods for predicting reading ability and presents a new, more precise model for use at the second grade level. First, the paper defines reading expectancy as an informed estimate of the level of reading…