The Lisrel-model with structured means was used to study similarities and differences in the development of mathematical ability between two student groups as measured by two tests on three successive occasions. Procedures for testing models to assess the contribution on an individual parameter to the goodness of fit are described. (Author/BS)

Presents the theory of general language proficiency and looks at the construct validation of cloze tests and C-tests. Describes the defects of classical cloze procedures. Gives an example of the C-Test and discusses its empirical validity. Concludes that C-tests are authentic tests of the construct of general language proficiency.

Approaches to developing the college curriculum and teaching techniques to cultivate or enhance the student's capacity for abstract logical reasoning are discussed, and their implications for testing and faculty development are explored briefly. (MSE)

The Children's Anxiety Scale (CAS) was examined for bias in internal consistency reliability and item content for Anglo-American and Mexican-American kindergarten students. Results suggest equal test reliability for both groups, but also indicate caution must be exercised in interpreting CAS scores of young male children. (DWH)

The Learning Efficiency Test (LET) assesses a subject's learning modality preference. The reviewer cites the instrument's problems with reliability, diagnostic validity, and predictive validity. The need for better documentation of the test's validity and reliability is suggested. (DWH)

Major studies of elementary school science programs have shown that they are extremely weak, leading to potentially serious consequences for the development of future scientists and technologists. Nine questions are provided for board members to ask and answer to help develop strong elementary science programs. (MD)

Opinionnaires were sent to one person in each of the 50 states who was knowledgeable about minimum competency testing. Results showed significant differences in opinion, but there was agreement that tests should be used to improve instruction and identify students needing remedial help. (JHZ)

A British polytechnic's first experiences with having one segment of a major examination be known to students ahead of time is discussed, and an empirical comparison of this and the traditional test type is presented. (MSE)

Describes a computer-based methodology that obtains simple timed responses to sets of words and word-like nonsense items, then presents pilot data depicting estimated vocabulary knowledge and relating it to word frequency and decision response time. (FL)

Describes recent research attempts to draw inferences about the relative standing of the states on the basis of mean SAT scores. This paper identifies five serious errors that call into question the validity of such inferences. Some plausible ways to avoid the errors are described. (Author/LMO)

Can students' writing ability really be assessed by standardized, objective tests? This question is explored here along with a discussion of the alternatives and advice for principals to help their English and language arts teachers confront the issue. (Author/TE)

The theoretical rationales and procedures of five adaptive computer-based instruction models were reviewed: the mathematical model, the regression model, the Bayesian probabilistic model, the testing and branching model, and artificially intelligent instructional systems. Each model is assessed for contrast of methods and forms, identifiable…

Discusses hypotheses which examine, for a nonprogramed decision, variables of (1) individual decision makers, (2) information upon which choices are based, and (3) structural features within which decision is made. Circumstances under which decision-making group (Ohio's librarians) selected an innovative alternative (incorporation of OCLC) are…

Indicates that certain items in reading comprehension tests are not measuring for hearing impaired students the particular reading skill they are intended to measure. Argues for a word/idea association strategy as the explanation for this and briefly discusses its relevance for testing and educating the hearing impaired. (FL)

Concludes that the PDIL (the Spanish version of the Test of Early Language Development) should be used with caution. Since its reliability and validity were determined with the English language version, the method used to translate test items may have some ambiguities, and some illustrations on picture cards may not be culturally appropriate for…