Procedures used to compare the results from item response theory as well as more traditional equating methods were described and critically analyzed. The implications of the comparison of equipercentile, linear, one-parameter (Rasch), and three-parameter methods for equating twelve forms of each of the five tests of General Educational Development…

This study, involving 131 students in grades ten, eleven, and twelve, investigated the effects of order of administration of subtests on scores from the Nelson-Denny Reading Test. Results indicated that order of administration had no significant effect on scores from the vocabulary subtest or on the total test score, but subjects taking the…

Variables that affect the deductive reasoning of adult students are isolated and relevant literature reviewed in order to facilitate the design of a reliable measurement instrument. The relationships of previous instruction, cultural background, occupation, intelligence, sex, and reasoning habits to test scores of examinees are discussed. Studies…

The relationship between true ability (operationally defined as the number of items for which the examinee actually knew the correct answer) and the effects of guessing upon observed test variance was investigated. Three basic hypotheses were treated mathematically: there is no functional relationship between true ability and guessing success;…

"Teaching the test" has been defined in terms of teaching those particular content knowledges or skills needed to answer the test items correctly. Evidence of several sorts examined in this paper clearly indicates that New Century was teaching students in Providence, R.I., the Gates-MacGinitie Reading Test, which was used to assess their…

This study sought to test the interpretation that high test anxiety subjects performed more poorly on difficult material because they divided their attention between personally relevant and task relevant concerns to a greater degree than did low anxiety individuals. It was reasoned that such division of attention ought to require more time for…

The major thrust of this issue of "Impact" is "New Therapies." Dr. William Glasser comments on his "reality therapy" and Robert Carkhuff discusses his "systematic eclectic approach to helping." This issue also contains articles about an indictment of the Strong Vocational Interest Blank in regard to women. Other departments contain ideas,…

The article discusses the special techniques required for deaf-blind children. (DLS)

Standardized tests, with their preoccupation with correctness, encourage barren formulaic writing by students. (DD)

A procedure is developed for estimating correlations among new tests when non-overlapping sub-samples each are administered a different new test and all sub-samples are administered a set of standard tests. (JKS)

Directions for administering four major preschool instruments were analyzed to determine whether any basic concepts are included in the words spoken by the examiner. Inclusion of basic concepts in test directions may hinder a preschool child's understanding of what is expected of him (and possibly invalidate his scores). (Author)

Adaptive Behavior Scale (ABS) ratings by one rater completing the scale were compared with composite ratings by a group of raters, each of whom completed only a portion were compared for 40 retarded persons (ages 10-56). Composite ratings tended to be significantly higher than individual ratings. (Author/DB)

Children ages 1 1/2 to 3 years were tested to determine their comprehension of the terms "in,""on," and "under." It was found that children who listened to a pretest story involving the objects to be used in the study showed markedly better comprehension of the terms than children not exposed to the pretest activity.…

Presents an interactive view of reading assessment, which minimizes levels of comprehension and comprehension skills, focusing instead on readers' oral language, prior knowledge of the topic, and ability to reason, and emphasizes the teacher's role in gathering evaluative information. (MM)

Looks at errors made in assessment by teachers and makes a plea for adequate programs of training in assessment for teachers and for a greater understanding of assessment issues among students and the wider community. (Author/JOW)