Wechsler Adult Intelligence Scale-Revised protocols from two vocational counseling clients were scored by 19 psychologists and 20 graduate students. Regardless of scorer's experience level, mechanical scoring error produced summary scores varying by as much as 4 to 18 IQ points. (Author/RC)

Reviews four uses for norm-referenced tests of reading comprehension. Concludes that three of the uses are actually misuses and that the only appropriate use is for predicting future student performance. (FL)

Asserts that failure to consider carefully the purposes and uses to which standardized tests are put can place barriers in the way of equal educational opportunities for minority students. Proposes six precautions for ensuring that standardized tests can be used without endangering equal educational opportunities. (PGD)

The need for reliable, valid, and economical preschool screening measures to identify psychoeducational problems as mandated by P.L. 94-142 (the Education for All Handicapped Child Act) led to the development of the Minneapolis Preschool Screening Instrument (MPSI). (SW)

Three important issues related to the testing debate, particularly in the context of college and professional school admissions, are reviewed and evaluated. (Author/AL)

Using criterion-referenced test item data collected in an empirical study, differences in item selection between Cox and Vargas' pretest-posttest validity index and a latent trait approach (evaluation of the item information function for the mastery score) are analyzed. (Author/GK)

Reports on the development and testing of the Revision and Editing Test. Presents the test and its answer key in an appendix. (RL)

Details the steps followed in the development of the Basic Skills Word List. (FL)

Finds the revised Peabody Picture Vocabulary Test an improvement over the original edition. (AEA)

The nature of the testing situations should be carefully considered when interpreting the correlation between a personality test and a measure of social desirability and interpreting the actual scores on personality measures which seem strongly susceptible to the influence of social desirability. (Author)

Language assessment is reviewed as a technology which could become more effective for classroom use through school-based development and greater use of alternatives to standardized testing. (Author)

Three levels of a mathematics computation test were equated using the Rasch model. Sixth, seventh, and eighth graders were administered different levels of the test. Lack of consistency among equatings suggested that the Rasch model did not produce a satisfactory vertical equating of this computation test. (Author/RD)

Five indices are discussed that should logically discriminate between situations in which: (1) the linear equating method (LEM) adequately adjusts for difference between score distributions of two approximately parallel test forms; or (2) a method more complex than the linear equating method is needed. (RL)

The Alternate Uses test was administered to 60 college students to measure originality; scores were based on subjective judgment, statistical infrequency, and random numbers. Findings indicated that either new scoring methods or statistical methods for controlling ideational fluency should be developed. (MH)

A problem of considerable importance in certain educational settings is determining how many items to include on a mastery test. Applying ranking and selection procedures, a solution is given which includes as a special case all existing single-stage, non-Bayesian solutions based on a strong true-score model. (Author/JKS)