Critiques Knapp's (1980) article on change scores in counseling research and points out the need for actual empirical studies on the psychometric properties of growth and change measures. A second article presents Knapp's response to the critique. (JAC)

Goldman's conception of the relationship between tests and counseling based on his remarks in an article in volume 4 of this journal is rejected because of the surplus meaning in the marriage analogy. (Author)

Descriptive behavioral statements were written for each of the 609 items found on six career development tests in order to compare the tests in terms of their coverage of the major career development components and in terms of the specific learner behaviors included in the test outline. (Author)

In replying to Leo Goldman's charge that tests and counseling have failed to come help one another, the author argues that at least tests provide the counselor and student with information not ordinarily obtained in other ways. (Author/BY)

A review of five interrelated studies showed that certain preselected SVIB occupational scales were indicative of life styles related to accident incurrence. The hypothetical formulation underlying these studies was that vocational interest scores reflect enduring personal characteristics. (Author)

The thesis advanced in this article is that public indignation regarding testing is largely the result of an appraisal process that has been measurement-centered rather than person-centered. As a consequence, appraisal is viewed by the public as an evaluative process rather than a helping process. Recommendations are made. (Author)

Judgements based on several categories of responses supported the hypothesis that college males show significantly more abstract shifting to concrete responses. College females were found to make significantly more abstract-ending responses when all categories of responses were dichotomized as either abstract-ending or concrete-ending. (Author)

Strategies for studying effective methods of test interpretation are discussed. Problems currently encountered in interpreting interest inventories are outlined with some suggestions for solutions. A research model that accounts for both test interpretation and client variables is presented. From this model, several testable hypotheses are drawn.…

The Minnesota Vocational Interest Inventory provides scores that directly relate to many of the issues counselors and counselees discuss. The counselor who has such information at his disposal can give meaningful assistance to an individual facing a decision regarding his future career. (Author)

In revising the Metropolitan Achievement Tests, the publisher attempted to balance the presentation of sexes and to portray both sexes in less stereotypic roles. This study examined whether the revision conformed to these guidelines. Results indicate the present test content is significantly better balanced and less stereotypic than previous…

Reviews WISC-R factor analytic findings for developing a scheme for regrouping WISC-R subtests, consisting of verbal comprehension and spatial subtests. Subtests comprising these groupings are shown to have more common variance than specific variance and cluster together consistently across the samples of WISC-R scores. (Author/JAC)

Examined differences in Holland codes when different criteria are used to compute the typology, using a sample of 2,133 college students. Results showed no difference between original and transformed scores for males, but the use of transformed scores resulted in fewer females with high consistency. (JAC)

The article emphasizes the importance of using tests in the context of a developmental career guidance program and the responsibilities of test publishers for helping counselors convert test scores to counseling information. (Author)

In this study, the manner in which IQ test results were communicated to teachers appeared to have no significant influence on student achievement or IQ scores. (Author)

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)