The rationale underlying tests of social intelligence and some of the problems inherent in those tests are discussed. To measure social intelligence, paper and pencil tests were developed which were "situation free." These tests employed "stereotypic behavior of individual others." The stimuli used in the behavioral tests were…

The present evaluation attempts to simplify the task of incorporating the affective components into an existing system of goals for the school. The two major sources used in collecting the affective goals were existing personality tests and psychological theories of personality. After compiling the affective goals, the team developed their own…

An objective-based classification of needs-assessment areas for elementary education and a critical test evaluation procedure for application to measurement devices in these need areas were developed. Criteria for the evaluation are measurement validity, examinee appropriateness, administrative usability, and normed technical excellence. The…

The profiles of seven major publishers of elementary-level tests were prepared from systematic ratings of the qualities of their tests. Meaningful rating differences among the publishers' priorities were found and three types of publishers could be identified and described. (Authors)

Information regarding the various publishers' priorities and data to support the supposition that the test publishers do differ in their priorities as reflected in their test characteristics, are presented. Evaluation ratings available for 1,600 published scales appropriate for grades 1, 3, 5, and 6 were from 39 publishers and distributers. A…

Approximately 120 published pre-school and Kindergarten tests (including over 630 subtests with separately normed scores) were evaluated through the MEAN test evaluation procedure which reflects four main areas of concern: measurement validity, examinee appropriateness, administrative usability, and normed technical excellence. Evaluation results…

In their development of curriculum for the humanizing of learning, Research for Better Schools, Inc., has required the reorganization, reordering, and creation of instrumentation for evaluation in the higher-order cognitive skills, the affective skills, and the interpersonal skills. As part of their design, a critical organization and review of…

An attempt to lend empirical support to the structure-of-intellect (SI) model by investigating 10 difficult to separate parallel factors. (Author/CK)

Formats for testing students in art production, aesthetic perception, art criticism, and art history are discussed in terms of historical precedents, underlying philosophy, reliability, and relevance to instruction. Problems in the measurement of higher-order cognitive and affective expectations of art instruction are presented. (Author/RM)