The factorial validity of the Iowa Tests of Basic Skills was investigated. Hierarchical factor analysis was performed with a subset of the standardization data to explore the presence of second-order group factors. Results supported the construct validity of Language and Mathematics subscales. Verbal and Visual Information group factors were…

Purpose of the investigation was to identify the underlying content and cognitive dimensions in a standardized achievement test in the area of life and health insurance. (Author)

A validational procedure was used, which involved a matrix of intercorrelations among tests reresenting four areas of Chartered Life Underwriter content knowledge, each measured by objective multiple-choice and essay methods. Results indicated that the two methods of measuring the same trait yielded fairly consistent estimates of content…

Overall findings were interpreted from a developmental perspective, and the data were shown to offer evidence for the contruct validity of the MSCA. (Author/RC)

The factorial validity of the Stanford Achievement Test (SAT) was investigated with a sample of first graders (n=393). Although eight areas are proposed from the SAT, this analysis produced only one general factor. Results suggest limiting SAT interpretation for first graders to a total score approach. (Author/BS)

The Standardized Test of Essential Writing Skills (STEWS) has been developed as a valid and reliable means of assessing expository writing skill. Studies concerning the reliability and validity of the STEWS are presented and their implications for use of the STEWS are discussed. (Author/DWH)

This study compared the validity of chronological age, a standardized algebra prognosis test, standardized verbal and quantitative scales derived from an achievement test battery, and an objective measure of formal or concrete stages of Piagetian cognitive development for predicting final examination scores and course grades in high school…

The concurrent and postdictive validity of two newly-devised tests of contrasting hemispheric function (Test of Right Hemisphere Ability, Test of Left Hemisphere Ability) was investigated relative to scores earned on the reading and mathematics portions of the Comprehensive Tests of Basic Skills. (Author/PN)

The long-range predictive and differential validities of the Scholastic Aptitude Test (SAT) are investigated. Data from students (n=1284) who entered Jefferson Medical College from 1965 through 1974 were analyzed and supported the convergent and divergent validities of the SAT over an extended period of time. (Author/PN)

The validity of an examination of knowledge in the medical sciences was assessed. Scores in clinical medicine categories and total score of the Quarterly Profile Examination were correlated with corresponding scores on the Part II examination of the National Board of Medical Examiners for three different examination dates. (Author/CTM)

Success of student nurses from three ethnic groups on a state board certification examination was predicted from study behavior, course grade point average and standardized achievement tests administered prior to nurse training. The achievement tests proved to be the best predictors across groups. (Author/JKS)

Reliability and validity of "Degrees of Reading Power" test and "Iowa Tests of Basic Skills" reading comprehension and vocabulary tests were compared. Test scores, grades, and assigned reading levels of 191 fifth and sixth graders and 186 sixth and seventh graders in an eastern Iowa school district were used. Reliability and…