Intelligence tests are used in a variety of settings such as schools, clinics, and courts to assess the intellectual capacity of individuals of all ages. Intelligence tests are used to make high-stakes decisions such as special education placement, employment, eligibility for social security services, and determination of the death penalty.…

Investigated examiner errors on 46 protocols completed by certified and/or licensed clinical and school psychologists. Findings showed that nearly 83 percent of the protocols contained at least one error, about one-half containing errors that resulted in an incorrect Mental Processing Composite Global score and/or Achievement Global score.…

Two senior GCE examiners re-marked photocopies of the same 200 GCE examination scripts, half still containing the marks and comments of the original examiners and half with these markings removed. Removing previous markings made a considerable difference to the extent of agreement between these sets of marks. (Editor/SJL)

The Joint Committee on Testing Practices has completed the "Code of Fair Testing Practices in Education," which is meant for the public and focuses on the proper use of tests in education--admissions, educational assessment and diagnosis, and student placement. The Code separately addresses test developers' and users' roles. (SLD)

Five of the common misuses of tests are reviewed: (1) acceptance of the test title as an accurate and complete description of the variable being measured (failure to examine the manual and the items carefully to know the specific aspects to be tested can result in misuse through selection of an inappropriate test for a particular purpose or…

This study examined the effects of three variables on self-scoring accuracy and satisfaction with results on Holland's Self Directed Search. The sample consisted of 489 freshmen who took the SDS during orientation. The three independent variables were the test administrator's attitude toward the SDS (positive or neutral), the size of the group…

Examined whether scoring of Stanford-Binet test items might be influenced by the examiner's prior knowledge of subjects' ethnicity and IQ. Stanford-Binet protocols (N=36) of subjects from five to eight years old were divided into four groups and assigned four groups of examiners. Results suggested no bias. (Author/JAC)

Studied the effects of experience in administration and scoring of the Wechsler Intelligence Scale for Children (Revised) on types of examiner errors. Results showed total score and administrative error rates dropped significantly with experience and feedback, but response scoring errors, mathematical errors, and IQ errors were not reduced…

Inclusion of oral exams as a regular part of the school-based testing program has the advantages of providing motivation to learn oral skills, oral testing experience, additional opportunities for students to perform well, and improved relationships with students. However, logistical problems can be substantial. Adequate time for and efficient…

Prior research indicates that language-handicapped children obtain higher test scores when tested by personally familiar examiners than when tested by personally unfamiliar examiners. The present investigation inquired whether this finding is due to examinees' actual differential performance across the two examiner conditions, or whether it is the…

Possible sources of intrajudge inconsistency in standard setting are reviewed, and approaches are presented to improve the accuracy of rating. Procedures for providing judges with feedback through discussion or computerized communication are discussed. Monitoring and maintaining judges' consistency throughout the rating process are essential. (SLD)

Issues concerning the selection of judges for standard setting are discussed. Determining the consistency of judges' recommendations, or their congruity with other expert recommendations, would help in selection. Enough judges must be chosen to allow estimation of recommendations by an entire population of judges. (SLD)