784 University of Minnesota students in an introductory economics course were tested for this generally positive evaluation. Reservations about the complex application types of questions of the Test of Understanding in College Economics are discussed. (DB)

The author answers two significant questions regarding age of starting school" and achievement at age 13-relative to the IEA Study of Mathematics Achievement. He argues that because of the nature of the test, the age of starting school will not affect the achievement scores at age 13.(CT)

Points out the limitations of reading surveys and stresses the need to interpret the results carefully. A literacy survey is used to highlight the kinds of goals which surveys might legitimately expect to accomplish. (RW)

Two problems in the investigation of predictive bias in tests, the effect of unreliability of the predictors, and the effect of excluding a predictor from the regression equation on which there are preexisting group differences, are discussed. (Author)

The Student-Problem (S-P) methodology is described using an example of 24 students on a test of 44 items. Information based on the students' test score and the modified caution index is put to diagnostic use. A modification of the S-P methodology is applied to domain-referenced testing. (Author/CM)

Compared the Wechsler Adult Intelligence Scale (WAIS) and the WAIS-Revised (WAIS-R) in a sample of college students (N=70). A highly significant test order interaction was found. The WAIS-R will result in significantly higher ability estimates when administered following the WAIS than the WAIS will when following the WAIS-R. (JAC)

The use of IQ scores as criteria for entry into gifted programs is criticized. Difficulties in test interpretation are noted, as are factors biasing the performance of culturally different students. The author cites flaws with intelligence, achievement, and creativity tests and suggests that locally designed and normal methods are preferable. (CL)

Six different approaches to scoring test data, including number right, correction for guessing, and answer-until-correct, were investigated using Monte Carlo techniques. Modes permitting multiple response showed higher internal consistency, but there was little difference among modes for a validity measure. (JKS)

This study investigated the validity of Hayes's formula for converting rank-ordered Rokeach Values data to a normal distribution theoretically achieved through the use of rated data. Findings support the validity of Hayes's formula and expand the analytic possibilities of data collected on the Rokeach instrument. (Author/PN)