Six dimensions of curriculum profiles are identified: (1) function-purpose; (2) curriculum coverage; (3) criterion referencing; (4) validity-reliability; (5) manageability; and (6) interpretability. Each dimension in Australian National Profiles, the Victoria (Australia) Profiles, and the National Curriculum Assessment in England and Wales is…

Means of interpreting norm-referenced tests to lead to more accurate reporting results are discussed, with particular emphasis on state-level and district-level data. Suggestions fall into the categories of documentation, frequency norming, and multiple form use. (TJH)

Reviews the third edition of this widely used assessment instrument. Concludes that the test is reliable, quick and easy to administer, and that the publishers provide many special services. Lists liabilities as lack of validity evidence, omission of reading and study skills, and lack of distinctions among different types of reading comprehension.…

For anchor test equating, 3 linear observed score methods are derived for populations differing in ability. Each version requires that the correlations of the tests with the selection variable be known. Five sets of assumptions are made for each model--yielding 15 methods--which are then related to existing methods. (SLD)

Problems and issues in measuring functional literacy are explored through an overview of definitional dilemmas, synopsis of widely known assessments, examination of the concept of ecological validity, and discussion of the impact of concepts of validity on the interpretation of functional literacy test performance. (SK)

Applications of Oscar K. Buros' values and convictions to current developments in measurement are considered. Biographical information and Buros' personal philosophy on applied measurement are discussed. The Buros tradition refocuses evaluators' attention on the implications of their work for the end users of measurement results--test users and…

The term "criterion-referenced measurement" has been so frequently used that accumulated surplus meaning has sometimes swamped the fundamental concept. Stripping away extraneous interpretations affirms the contemporary relevance of the concept. Substituting the term "construct-referenced" underscores the need for better…

This follow-up article reasserts the need for professionals to avoid hasty identification of children with unusual test performances as "learning disabled." A child diagnosed as "learning disabled" at age 7 transferred to a different school, was placed in a gifted program, and is performing well in grade 11. Implications for the evaluation of deaf…

A "recentering" of Scholastic Assessment Test scores will boost average scores but will not change test item difficulty. The objective is to reduce confusion among students and parents about what is an average score, make math and verbal scores more comparable, and account for a different student population. Bar graphs compare…

The original factor structure of the Aberrant Behavior Checklist was cross-validated with a U.S. sample of 470 persons with moderate to profound mental retardation (27 percent nonambulatory). Results replicated previous findings, suggesting that the original five factors (irritability, lethargy, stereotypic behavior, hyperactivity, and…

To provide an introduction to item-response theory (IRT) for individuals with modest statistical and mathematical skills, the book emphasizes a conceptual approach to understanding IRT concepts. The book fills the gap between mathematically detailed studies and summary chapters on IRT in general texts. (SLD)

A table is provided for determining the frequency of occurrence of Verbal-Performance discrepancies on the Wechsler Intelligence Scale for Children-Revised (WISC-R) in profiles of high Intelligence Quotient children. Warnings are offered regarding the adverse effect of subtest substitution or omission when administering the WISC-R to highly…

Examined whether expert raters (n=5) could agree about classification of Medical College Admission Test (MCAT) items and whether they agreed with MCAT student manual in labeling skill being measured by each test item. Results revealed difficulties in replicating authors' labeling of skills for reading items on practice test provided with 1991 MCAT…

Investigates the general factor and uniqueness characteristics of the individual tests of the Woodcock-Johnson Test of Cognitive Ability-Revised (WJTCA-R). Only 2 of the 19 WJTCA-R tests examined had low general factor loadings, while 2 had low uniqueness. All other tests had medium or high uniqueness. Discusses implications for clinical…

A table was produced to facilitate comparisons among standard scores on the Woodcock Reading Mastery Tests-Revised, in order to assist diagnosticians in determining intraindividual strengths and weaknesses, and thus contribute to instructional planning. (DB)