Three areas of concern related to test bias and validity should be considered during the revision of the Standards for Educational and Psychological Tests. The first area concerns the sources and consequences of test bias. Five sources of bias have been identified: numerical bias, role bias, status bias, stereotypic bias, and familiarity bias. The…

The need for objective evaluation of the social and emotional adjustment of elementary school children has become increasingly acute, yet few tools are available which can provide data on the epidemiology of psychopathology in the school-age child. The present study undertook to cross-validate a behavior checklist for boys, the Pittsburgh…

The purpose of this paper is to help teachers develop a table of specifications for use in classroom testing. The common elements of tables of specifications are presented and explained. Special emphasis is placed on content-process validity. There are 12 tables of specifications in the appendix. The tables serve as examples and are representative…

The current interest in an educational technology that stresses adaptation to individual student differences has resulted in such individualized systems as Individually Prescribed Instruction (IPI) and Computer Assisted Instruction (CAI). However, such systems are not the answer to an avoidance of standardization of students. No one has yet…

The Metropolitan Readiness tests, first published in 1948 (forms R and S), were revised in 1966 (forms A and B). This study was instigated as a result of the charge that the revisions of the tests made them more difficult and more unfair to deprived children. Thirty-six Caucasian beginning first graders (divided evenly by high and low…

The purpose of this study was to ascertain if the American College Test (ACT) that is widely used for student assessment in American colleges and universities can be used as a screening instrument at the University of the Philippines. The design utilized correlational and discriminatory techniques for data involving academic factors, and computer…

Over forty articles dealing with studies of affective variables were analyzed in this report of the Elementary School Subcommittee of the National Council on Measurement in Education's Task Force on Measurement of Affective Outcomes. The measurement problems were of both a theoretical and practical nature. The greatest practical problem is…

The present study investigated the comparative interpretive efficacy of the Faschingbauer Abbreviated MMPI (FAM) and standard MMPI with a sample of psychiatric inpatients. A secondary goal was to estimate the functioning effective test length of the FAM as compared to the standard MMPI. (Author/RK)

The problem of determining the significance level which should be used in statistical tests of item validity in order to minimize type I errors is discussed. (Author/JKS)

An analysis of the profiles of 1,243 secondary school students showed that 45 percent had the same Group cluster as their peak interest on two successive years, demonstrating the stability of the COPSystem interest classification. (Author)

A pair of related experiments examined the psychometric properties on the Threat Index (TI), a theoretically based scale for the assessment of threat of death. The high reliability of the TI suggested its functioning as an index of stable conceptual orientation toward death. (Author)

The objective assessment of thought disorder in schizophrenia is problematic in clinical psychology. Recently, an individually administered instrument (WIST) was introduced as a brief, objective, and quantitative measure of schizophrenic thought processes. Possible shortcomings of the WIST are noted; experimental findings that concern extension to…

In evaluating the Northwestern Syntax Screening Test (a test for assessing expressive and receptive grammar in preschool and primary age children), the author points out problems with the test norms, reliability, and validity. (SBH)

The author responds to W. Arndt's criticisms of the Northwestern Syntax Screening Test, a test for assessing receptive and expressive grammar in young children. (SBH)

Discrepancies between the mental age (MA) scores and the mean performance of chronological age (CA) groups in the latest revision of the Stanford-Binet Intelligence Scale are noted. A table is presented for converting published Stanford-Binet MA scores into MA scores that are congruent with the above definition. (Author)