Evaluated the validity of the Slosson Intelligence test as determined by the Wechsler Intelligence Scale for Children-Revised (WISC-R). Results indicated that the Slosson correctly predicted functioning level to within 10 IQ points of the WISC-R Full Scale scores for 88 percent of the subjects. (LLL)

The purpose of this technical manual is to document the technical aspects of the 2002-2003 Maine Educational Assessment (MEA). In the fall of 2002, students in grades 4, 8, and 11 participated in the administration of the MEA in writing, reading, and health education. In the spring of 2003, students in grades 4, 8, and 11 were administered tests…

The Carrow Auditory Test of Language Comprehension was administered to retarded trainable pupils attending public school special education classes to evaluate the appropriateness of the Carrow test for trainable retarded children, and to compare the development of linguistic comprehension in children with normal IQ's with that in trainable…

Suggests reading comprehension exercises, especially on lower reading levels, fail to test the pupil's understanding of the material read. (MM)

Emphasizes the importance of situation as a determinant of human behavior which is too often ignored in experimental psychology. (BH)

Game-like and test-like methods of divergent thinking assessment were compared with 10-year olds. Effects of method on score correlates were sufficient to allow the possibility that method may be implicated in outcomes of many studies of divergent thinking. (Author)

Procedures are described which were used to develop an instrument and scale to measure an individual's ability to detect and describe the immediate affective state of another. Data are presented indicating the scale's reliability and the extent of the scale's content, concurrent, and predictive validity. (Author)

Jensen's article is seen as reemphasizing many of the persistent problems of psychological measurement rather than as raising a new set of issues. The report also directs attention to the social consequences of testing. (Author)

Investigation of test reliability when administered and scored by teachers without testing experience upheld contention that it be used as quick screening device and be given by classroom teachers. (CJ)

Notes that while across large groups of students two tests may be highly correlated, specific characteristics of tests may interact with specific characteristics of students to yield differences in scores for one individual on two or more tests. (FL)