To provide information on performance and characteristics of effective and ineffective marginal personnel in the Army, a study has been made of approximately 1,500 men with experience ranging up to 20 years in four different Army MOSs. The study included a group of men with Armed Forces Qualification Test scores in the marginal range and a…

Examines the effectiveness of an automated language proficiency test assembly system at an air force base English Language Center. The study focuses on the equivalence of mean score difficulty, total score variance, and intercorrelation covariance across test norms and finds a high level of test-form equivalence and internal consistency. (nine…

This report covers Phase II of a two-phase project concerned with the development of new measures of cognitive variables in elementary school children. The four tasks undertaken in Phase II were: (1) prepare, revise and describe instruments designed to measure the cognitive variables categorized as concept formation, language development, logical…

A diagnostic test in English as a second language should be a series of miniature tests on specific problems. Subscores in each area should be considered rather than a total score. The results should be used to probe mastery in an area rather than provide the means for comparing one student against another. The statistical reliability of the…

The study reports the results of a survey of 2,292 13-year olds and 2,173 17-year olds, in Connecticut, using a criterion-referenced assessment instrument designed to test 15 content domains (job satisfaction; occupational levels, fields, and emphasis; occupational trends; occupational levels and education; leisure time; job…

In 1984, the Connecticut General Assembly authorized the creation of mastery tests in mathematics and language arts (listening, reading, and writing skills) for grades 4, 6, and 8. Criterion-referenced tests were developed to assess the essential skills that should be mastered at the end of grades 3, 5, and 7 and to identify students in need of…

In 1984, the Connecticut General Assembly established mastery tests in mathematics and language arts (listening, reading, and writing skills) for grades 4, 6, and 8. A criterion-referenced test was considered most appropriate for identifying the strengths and weaknesses of every student. The specific skills to be mastered were identified by…

Fulfilling a legislative mandate in 1984, Connecticut established mastery tests in mathematics and language arts (listening, reading, and writing skills) for grades 4, 6, and 8. Criterion-referenced tests were considered most appropriate for assessing achievement and determining individual remediation needs. The Grade 8 Mastery Test results for…