The results of this experiment clearly indicate that the presence of induced anxiety in a testing situation can depress the subject's level of performance on the WISC. (Author)

Suggestions for implementation of a brief, inexpensive program for reducing test anxiety are made in this article. Listening to a brief relaxation tape, listening to a test orientation tape, or having an individual supportive interview with a counselor all reduced test anxiety in a population of rehabilitation center clients. (Author)

Administered the Slosson Intelligence Test (SIT) to 92 preschool children. Administered the Stanford-Binet Intelligence Scale to a sample of the group, and the results were compared to the results from the SIT. Results indicated the SIT overestimated the performance of average preschool children. (Author)

Investigated examiner errors on 46 protocols completed by certified and/or licensed clinical and school psychologists. Findings showed that nearly 83 percent of the protocols contained at least one error, about one-half containing errors that resulted in an incorrect Mental Processing Composite Global score and/or Achievement Global score.…

Item-writing considerations in creating instruments using Likert-type scales, according to Michael Busch, include semantics of labeling response choices and number of response categories. Jean Turner discusses problems regarding the use of Likert-scale questionnaires for L2 research, for instance the cultural background of language learners being…

The EA:es index (part of the Comprehensive Rorschach System) is discussed, demonstrating how conceptual difficulties and abstract jargon can result in misleading and contradictory inferences. The comments of J. E. Exner, Jr., and the response of J. H. Kleiger concern the importance of theory in Rorschach interpretation. (SLD)

Discusses the issues surrounding the right to use psychological tests. Examines the American Psychological Association's efforts to restrict test access, the likely impact of restricting use, and the mission of the Fair Access Coalition on Testing, which is devoted to allowing all appropriately trained professionals access to such tests. (RJM)

Describes and evaluates a "controlled assessment procedure" as a holistic approach to avoiding problems of administering and evaluating traditional exams. Key characteristics include: the question is known well in advance and is broad and open-ended, students are encouraged to respond in any self-selected written format, and the rationale and…

The author offers some thoughts on commentator's reactions to the substance of the measures, particularly those about measuring teacher learning and change, based on the major uses of the measures, and because this is a significant challenge facing test development as an enterprise. If teacher learning results in more integrated knowledge or…

To help college reading teachers develop an awareness of what standardized reading tests do and do not reveal about students' reading abilities, a study examined the testing of reading and criticized four major standardized tests. Results indicated that reading is tested through (1) reading passages accompanied by multiple choice questions, (2)…

This paper examines a number of issues surrounding the addition of a dimension of international comparisons to the National Assessment of Educational Progress (NAEP). The basic position of the paper is that adding an international dimension to NAEP is certainly possible, but some problems will need to be overcome. Non-issues are identified and…

This manual is intended to provide Illinois school districts with guidance in developing learning assessment plans and using testing materials as part of the school improvement program mandated by the 1985 educational reform legislation for Illinois. Designed primarily to be a series of "how to" booklets, the manual is divided into six…

Subjects from two junior high schools were assembled in large and small groups and simultaneously administered the same self-concept, locus-of-control, and semantic differential attitude scales. No significant differences were found on any criterion. (Author)

Students at two age levels were given paper and pencil mathematics tests as well as individually administered practical tests. Test development and administration are discussed, and some results of the experiment are presented. (SD)