Large-scale testing programs often require multiple forms to maintain test security over time or to enable the measurement of change without repeating the identical questions. The comparability of scores across forms is consequential: Students are admitted to colleges based on their test scores, and the meaning of a given scale score one year …

Examines the use of the Minnesota Multiphasic Personality Inventory (Megargee typology) as a valid classification system in correctional decision making in a series of six articles. Most results urge caution in the use of the Megargee typology, finding poor test validity and test-retest reliability. (WAS)

Explanations of and guidelines for using the Stanford Achievement Test for Hearing Impaired (SAT-HI) children are given. Types of scores from the test (raw scores, grade equivalent scores, scaled scores, and percentile rankings) are described. Limitations on test interpretations are suggested as well as reminders on using achievement test scores…

Innovations in testing and guidance which can integrate assessment to facilitate learning, help develop practical wisdom in behavior, and correct students' faulty cognitions in career decisions are described. (CM)

The need to use images and imagery in language in schools, and to recognize and measure such aptitudes are discussed. Tests of imagination are presented, and the San Francisco Art Institute Study of predictors of ability in art illustrates methods and implications for measurement of creativity in educational programs. (CM)

Discusses the effects of a grammar test on student admission to the department of communication at the University of Central Florida. (HOD)

The article reviews the Woodcock-Johnson Psycho-Educational Battery in terms of its standardizaton and psychometric qualities, and its strengths and weaknesses regarding administration, scoring, and interpretation. (CL)

Argues for appraising tests for evidence of construct validity as well as evaluating the potential social consequences of test use. Asserts that construct validity provides a rational approach for predictive hypotheses and a rational basis for judgment of test relevance to the criterion domain. (Author/JCD)

Offers a procedure that will allow classroom teachers to use standardized reading achievement test scores in order to make appropriate decisions about placing students in instructional programs. (FL)

The criterion validity of the factor index scores of the third edition of the Wechsler Intelligence Scale for Children (WISC-III) was evaluated in a sample of 88 children with traumatic head injury. Only the Perceptual Organization and Processing Speed scores demonstrated acceptable sensitivity to injury severity for evaluation use. (SLD)

The sensitivity of five measures of outcomes of treatment for generalized social phobia was studied with 60 people diagnosed with generalized social phobia. Outcome measures were completed before and after treatment and three months later, and effect sizes were computed. Results support the usefulness of the Social Phobia and Anxiety Inventory (S.…

The effectiveness of the Beck Anxiety and Beck Depression Inventories for Primary Care for discriminating 56 primary care patients with and without diagnosed anxiety and mood disorders. Use of these instruments to screen primary care patients before conducting extensive diagnostic evaluations with them is discussed. (SLD)

Nonparametric and robust statistics (those using trimmed means and Winsorized variances) were compared for their ability to detect treatment effects in the two-sample case. The use of two specialized tests, designed to be sensitive to treatment effects when data distributions are skewed to the right, is not supported by the analyses. (SLD)

Argues that describing results as "significant" rather than "statistically significant" is confusing to the very people most apt to misinterpret this telegraphic wording. The importance of reporting the effect size and the value of both internal and external replicability analyses are stressed. (SLD)

This article describes Minnesota Computerized Adaptive Testing Language program code for using the MicroCAT 3.5 testing software to administer several types of self-adapted tests. Code is provided for: a basic self-adapted test; a self-adapted version of an adaptive mastery test; and a restricted self-adapted test. (Author/SLD)