This study assessed the extent to which students commit various types of errors when completing Holland's Self-Directed Search (SDS) entirely on their own. Nearly all students made some type of error and approximately half of the students made errors that affected their final 3-letter summary codes. Almost one-fifth of the students made errors…

Examines data from the General Aptitude Test Battery (GATB) to predict passage of the GED examination. Data were collected and analyzed from four different geographically diffuse states for both comparative and predictive capabilities. The G and V scores on these subtests (at 110 or greater) indicate almost definite prediction. (Author)

A model was developed to find out whether teachers can predict the success of their students on a specific test. Implications for curriculum development and changes in classroom instruction are discussed. (RB)

The author reviews his criticisms of standardized tests and suggests an alternative five-point plan for assessment that includes frequent testing in the child's classroom by a familiar examiner. (CL)

The Perkins-Binet Test of Intelligence for the Blind, Form U; the Wechsler Intelligence Scale for Children-Revised (WISC-R), Verbal Scale; and the Wide Range Achievement Test (WRAT) were administered to 52 low-vision children in the third, fifth, seventh, and ninth grades. Results indicated that the mean ten scores on the two tests of intelligence…

The article presents educators with specific strategies to consider in constructing teacher-made tests to optimize the performance of mainstreamed students. Guidelines relating to content and format of tests as well as test-taking behaviors are discussed. (Author/CL)

The adequacy of the revised instructions for the analogies portion of the Word Comprehension (WC) subtest (Woodcock Reading Mastery Tests-Revised) was examined with 44 learning-disabled junior high students. Effects of presenting 15 additional sample items prior to administration were examined. Analysis of covariance demonstrated significant…

To contrast the academic performance of two categorical groups, 16 learning disabled (LD) and 16 behaviorally disordered (BD) 10-year-old pupils were given three standardized achievement tests. Results showed significant differences in 10 of 12 comparisons. BD pupils consistently functioned at a higher grade level than LD pupils. (Authors)

This paper describes various methods of calculating final grades for mathematics courses. Specifically, a comparison between dropping the lowest test score from the semester and allowing a retake of one test for an improved grade is made. It is concluded that a retake test policy is preferable to a dropped test policy because students must work to…

This report describes the intervention programs used to improve student proficiency in learning, recalling, and retaining basic mathematics facts. The targeted population consisted of first, second, third, and fifth grades in four suburban midwestern schools. The problems of recalling basic mathematics facts is documented through teacher surveys,…

In several Asian countries, examinations have a central importance in the educational program, and their impact is felt throughout the society as well as in the schools. (GB)

A verbal reinforcer and two nonverbal immediacy cues, eye contact and body lean, were manipulated by an E under far and close conditions of interpersonal distance in a projective testing situation. As hypothesized, significant increases in the dependent measure, the number of thematic responses, were found for the verbal cue at both interaction…

This article presents an evaluation of a list of 116 competencies by a sample group of classroom teachers. The evaluation was scored on a scale of 5 to 1; results are included in the list. (JA)

Students should be continuously evaluated on straight copy timings, technique, and work attitudes and habits in typing. (AG)

A study of three testing procedures used with elementary economics students at Brigham Young University yielded the following results: students who were not notified of an impending test demonstrated higher achievement than those told specifically when the test would be given and those given approximate dates for testing. (AG)