In the attempt to identify or prevent unfair tests, both quantitative analyses and logical evaluation are often used. For the most part, fairness evaluation is a pragmatic attempt at determining whether procedural or substantive due process has been accorded to either a group of test takers or an individual. In both the individual and comparative…

Providers of tests of languages for academic purposes generally claim to provide evidence on the extent to which students are likely to be able to cope with the future demands of reading in specified real-life contexts. Such claims need to be supported by evidence that the texts employed in the test reflect salient features of the texts the test…

Samples of entering first-grade students were used to examine the predictive validity of the group administered Metropolitan Readiness Test (MRT) and the individually administered Meeting Street School Screening Test (MSSST). The advantage of the latter was found to possibly outweigh the advantage of efficiency in group administration. (Author/GK)

The Preschool Academic Skills Test was developed from an analysis of first-grade reading and mathematics materials to identify those behaviors that were assumed to be in students' repertoires prior to first grade. The 105 items are grouped in 10 subtests: Vocabulary, Color Naming, Classification, Functional Relationships, Visual Matching, Auditory…

This collection of papers, concerned with the nature and theory of intelligence, forms part of a project to integrate test and factor theory with the empirical, functional relationships involving standard intelligence tests. The project will render more objective the use of factor analysis in personnel research. A definition of intelligence…

The score distributions of the two methods of administration described in the title revealed comparable means, standard deviations, and general shape of distribution. With respect to validity coefficients, no appreciable differences were found. (JKS)

A system was designed and constructed capable of totally automating the administration of several psychological tests and treatment procedures. It is described here. (Author)

The validity of the Lollipop Test: A Diagnostic Screening Test of School Readiness was examined using the Metropolitan Readiness Test (MRT), Level I, Form Q, as the criterion. Appreciable concurrent validity was found across test batteries. Implications for school readiness screening are discussed. (Author/BS)

Describes validation procedures used with an individually administered test involving a branching program format to assess students level of cognitive achievement in biology. Reports results of comparisons of classes of teachers with BSCS or non-BSCS backgrounds. (AL)

This article describes a device used to array the pieces of the Object Assembly Test, a subscale of the Wechsler Intelligence Scales for Children, in exact standardized order in less time than is now needed and without a screen, thus guaranteeing that the subject will have no previous experience with the pieces. (Author/BY)

Reviews the "Quick-Score Achievement Test" (Q-SAT), an individually administered measure of school achievement for use with students aged 7-18, which has two forms and yields scores for reading, writing, arithmetic, facts, and general achievement. (SKC)

Concludes that the test has basic problems in construction, interpretation, validity, and reliability. (FL)

A multitrait-multimethod matrix was used to ascertain the convergent and discriminant validity of the subtests of the Peabody Individual Achievement Test. Correlations among scores earned by educable mentally retarded children on PIAT and WRAT subtests were similar to those reported for retarded adolescents by Sitlington (1970). (Author)