A learning program in test-taking skills is proposed as a method of decreasing errors of measurement and testing handicaps. (GS)

There are no differences between volunteers and nonvolunteers among subjects who completed questionnaires on sexual behaviors. However, as compared to nonvolunteers, volunteers who participated in further research reported more liberal sexual attitudes. Data does not support view that recent changes in sexual behavior are reflection o changes in…

Using an index of answer copying developed by Houston, it was found that rearranged questions alone did not reduce answer copying, whereas rearrangement of both questions and answers effectively eliminated detectable cheating. (Author)

The first of a series of quizzes on types of derived scores concerns interpreting grade-equivalent (GE) scores. The true-false items require a response about whether the stated interpretation of the GE score is sound. An answer key explains specific scoring methods. (CM)

Greater understanding of language and social forces constraining language performance has complicated the view of language as a code and the learner as an object to be conditioned. Serious questions arise, then, regarding effective testing of linguistic/communicative competence and the use of test results for educational decision making.…

An intelligence model of processes and content of thought is proposed. Processes include remembering, evaluating, generating, and transforming, while content is self, forms, ideas, and persons, determining levels of complexity for learning. The TETRA model is compared with J.P. Guilford's aptitude structure of intellect. Theory implications for…

Concludes that the rhetorical specification approach to developing essay examination topics (giving writers information about the purpose of a composition, its audience, speaker, and subject) may not be the best way to elicit good writing. (JL)

For tests used to make pass/fail decisions, the relevant standard error of measurement (SEM) is the SEM at the passing score. If the test is highly stratified, this SEM should be estimated by a split-halves approach. A formula and its derivation are provided. (Author)

The purpose of this study was to determine the extent to which Crockett's Role Category Questionnaire (RCQ) is confounded by verbal ability. Participants included 285 undergraduates from a large southern university. The results show the RCQ to be independent of the verbal abilities measures. (Author/BW)

The emphasis placed on test scores in college admissions is discussed. The need for colleges to periodically analyze and define their admissions policy is recommended. (Author/AL)

Item-response changing as a function of test anxiety was investigated. Data supported the hypothesis that high test-anxious students make more item-response changes than low test-anxious students. Also, both high- and low-anxious students profit to a similar extent proportionally from answer changing. (Author/GK)

A response to the criticism directed to Yap's causal analysis in the preceding article, "On the Determination of Causal Ordering between Vocabulary and Comprehension." (HOD)

Discusses the cultural limits to certainty of measurement and assessment claims about reading and examines some examples of classroom reading lessons. (Author/MLF)

To reduce test anxiety, students should know that apparently no correlation exists between student rankings on examinations and the order in which students completed those examinations. Although the first paper completed usually ranks higher than the last, it is not necessarily the best paper, nor is the last the worst. (SB)