Because teachers' oral directions for group achievement tests assume that children understand numerous basic concepts, the construct validity of subtests assessing abilities other than language is questionable. Implications for teacher administration of primary level tests and suggestions for future test construction are described. (JD)

The present study assessed the feasibility of using a widely recognized style measure, the Group Embedded Figures Test, with fourth-, fifth-, and sixth-graders. The results were generally favorable with respect ot the test's applicability to these age groups. (Author/PN)

This article discusses practical and theoretical problems related to the measurement of formal operations. The first section of the article discusses problems in measuring formal operations using the clinical interview method. These problems include the lack of both a standardized interview and a uniform scoring procedure. Section two discusses…

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)

This article is a commentary for the special issue on the Early Development Instrument (EDI), a community tool to assess children's school readiness and developmental outcomes at a group level. The EDI is administered by kindergarten teachers, who assess their kindergarten students on 5 developmental domains: physical health and well-being, social…

A unidimensional latent trait model was used to test a single-factor hypothesis of the Lawson Classroom Test of Formal Reasoning. The test failed to provide a valid measure of formal reasoning. This was a result of test format which neglected aspects of formal reasoning emphasized by Inhelder and Piaget. (Author/DWH)

The objective of the study was to develop a test of concept formation which would: (1) not be biased by reading difficulty; (2) be sufficiently stimulating to capture the attention of the students; (3) incorporate both aspects of concept formation of discriminative response and conservation; (4) have a spread of item difficulty appropriate for…

A test of Holland's vocational theory across and within selected occupational groups demonstrated concurrent validity for three of the four groups investigated. Statistically significant coefficients of concordance indicated a degree of agreement among individuals in each of the occupational groups investigated. (Author)

Research to date on adaptive (sequential, branched, individualized, tailored, programmed, response-contingent) ability testing is reviewed and summarized, following a brief review of problems inherent in conventional individual and group approaches to ability measurement. Research reviewed includes empirical, simulation and theoretical studies of…

This essay traces the history of the College Board seeking explanations for what it has become and as well, clues to what it and American education generally might have been. In essence, the original goal of the college boards, a true merit system, has been lost. (Author/AF)

Significant correlations were found between risk group designation and achievement performance. Findings support the predictive validity of screening procedures for group test performance through grade four. Sutdents perform consistently at the same level year to year in a regular class instructional program. (Author)

An attempt was made to develop a form of the Stroop Test which could be used in both group and individual settings and serve as a basic form for interested researchers. Group and individual measures differ only in that the group test does not require a spoken response. (Author/BJG)

Primary school children were administered the Draw-A-Design and Draw-A Child subtests of the McCarthy Scales of Children's Abilities in a group setting. Results suggest that the McCarthy drawing tests may be administered validly in a group format, and that these scores are significantly related to school achievement. (Author/BW)

Test scores from Comprehensive Ability Battery (CAB) administered to 103 British students were subjected to oblique factor analysis. Six factors were extracted which fitted closely those described by Cattell and colleagues, thus supporting their claims concerning structure of abilities and utility of this American instrument in Great Britain. (CMG)