Two experiments examine the psychometric effects of providing immediate feedback on the correctness of answers to open-ended questions, and allowing participants to revise their answers following feedback. Participants answering verbal and math questions are able to correct many of their initial incorrect answers, resulting in higher revised…

The intercorrelations among the 12 subtests of the WISC-R were analyzed for each of the 11 age groups in the standardization sample. Clusters were found that corresponded to the verbal and performance Scales. There was also some evidence of a third group of subtests, drawn from both scales. (Author/BW)

Systematically investigates the effects of test context on verbal analogy item difficulty, in terms of both simple percentage correct and easiness estimates from a parameter-invariant model (Rasch, 1960). (RC)

The Shipley-Institute of Living Scale (SILS) was used as a criterion to evaluate the Quick Word Test (QWT) and the Wide Range Vocabulary Test Form B (WRVT-B). Testing 50 college students, the correlations were .68 with QWT, .73 with WRVT-B, and .81 between those two tests. (CTM)

From 13 objective interview items, five with adequate response variability were studied to determine if they would improve the validity of a verbal ability selection test in predicting work performance of 181 psychiatric aide trainees. In a multiple regression analysis, the verbal test correlated .27 with the weighted composite rating score.…

A discussion of the problems inherent in verbal test taxonomies not based on the schematic domain of logic is presented. This discussion is made in the context of syntactically complex tests. A suggested structure for a logically constructed taxonomy developed for use in a federal testing program is delineated. (Author/DWH)

The dichotomous Rasch model was applied to verbal subtest scores on the Intelligence Structure Test Battery for 905 12- to 15-year-old secondary school students in the Netherlands. Results suggest that, if any factor is used to increase difficulty of items, that factor should be used on all items. (SLD)

The verbal analogy item as a measure of intelligence is investigated. Using latent partition analysis, this study attempts to identify a semantic structure of relationships that individuals use to comprehend completed analogies. The implications for test construction and test validity are discussed. (Author/JKS)

Double-entry expectancy tables show the relationship between both high school grade point average and Scholastic Aptitude Test verbal scores and academic achievement at the College of Basic Studies of Boston University. The usefulness of the grid is discussed and compared with multiple regression. (Author/CTM)

This study determined the degree to which the Non-Language Test of Verbal Intelligence, developed to measure verbal ability through a nonlanguage medium, could measure verbal intelligence. Correlation with the Differential Aptitude Test-Verbal suggested the existence of some common, as well as some uncommon, factors between the two tests.…

The validity of the Test of English as a Foreign Language was examined in relation to prediction of success of fifty Asian students in engineering, chemistry, or mathematics. The test was significantly correlated with grade point average. (Author/JKS)

A meta-analytic review was conducted on published studies examining the relationship between performance on the quantitative and verbal components of the Graduate Record Examination (GRE) and graduate grade point average. Results suggest that the quantitative and verbal components of the GRE possess minimal predictive validity. (SLD)

The Test of Standard Written English was found to be nearly as valid as the California State University and Colleges English Placement Test, while requiring one-fifth of the time. Both tests were more valid than the Scholastic Aptitude Test-Verbal in predicting English composition grades. (JKS)