Vocational counseling is often undermined by misconceptions regarding vocational concerns. Myths which hinder good vocational decision making are discussed. These faculty beliefs included misconceptions about the timing and finality of choice, about vocational test results, and about causal relationships between interests and abilities. (MPJ)

Separate factor analyses of the results of the Rotter Internal External Locus of Control Scale administered to separate Anglo American and Chicano groups indicated cross-sample equivalence on two of the five factors. Implications for investigations of the cultural differences between Anglos and Chicanos are briefly discussed. (Author/CTM)

This article addresses criterion-referenced vs. norm-referenced tests. Its purpose is to help the reader become acquainted with the uses, accountability, advantages, and statistical differences between these two types of tests. (Author)

Presents guidelines for constructing tests which accurately measure a student's cognitive skills and performance in a particular course. The advantages and disadvantages of two types of test items are listed (selected response and constructed response items). Both poor and good examples are given and general rules for test item writing are…

This article identifies three areas of guidance activity that have been subjected to court censure because they involved violations of the civil rights of students. The areas are (a) testing and placement, (b) suspension and expulsion, and (c) student rights of self-expression. The situational examples and related case law are presented for each…

The data suggest that the WISC-R Verbal, Performance, and Full scales are almost equally lacking in racial bias and that all three scales are less biased than the PPVT. If the PPVT is used for initial screening, it will be important to follow up with a more thorough psychological evaluation. (Author)

Focuses on the personal and social adjustment of youth, along with parental involvement and concern for career goals and upward mobility. (Author/RK)

The purpose of this research was to determine whether or not accountability in responding to classroom questions affects student performance. Suggests that the degree to which students perceive themselves accountable or required to respond orally at a later time in the classroom should be considered. (Editor/RK)

Points out that the most evident way of measuring students' understandings of writing is to have them analyze or synthesize a piece of writing. (MB)

How does a computer analyze the appropriateness of a language student's response? Issues arising in the development and use of language-learning software are discussed. (MSE)

This study analyzed user manuals and technical supplements of 27 aptitude and achievement tests to determine whether disabled children were included in development of the tests' norms, items, reliability indices, and validity indices. Most test developers provided scant evidence that their tests were valid for use with disabled students. (JDD)

Part of a special issue on adaptive behavior, the article discusses three assessment-related issues: (1) clarity of the construct of adaptive behavior; (2) norm samples for adaptive behavior scales; and (3) predictive validity of adaptive behavior scales. Improvements are noted in the standardization properties of major adaptive behavior scales.…

Part of a special issue on adaptive behavior, the article reviews adaptive behavior research in areas which include the relationship between adaptive behavior and intelligence and school achievement, relationship between different measures of adaptive behavior, predictive aspects, declassification, group differences in adaptive behavior,…

Adaptive behavior instruments that are environmentally relevant can be used effectively in intervention planning for physically handicapped students. Five desirable characteristics in such instruments are listed, selected instruments are reviewed, and a systems approach to assessing adaptive behavior is described in the context of developing…

Many of the recent appeals for educational improvement place great reliance on standardized tests as instruments of reform. The appropriateness and interpretation of these tests remain unresolved issues. Concepts of cognitive psychology should be integrated into the development of intelligence and achievement tests. (Author/VM)