Investigates magnitude of concept-scale interactions when different teachers are evaluated. Suggests such interactions can alter the meaning ascribed to those scales by raters and lessen the comparability of ratings of different teachers. (Author/AH)

Comparison of the Goodenough-Harris and McCarthy scoring procedures for 60 kindergarten children's drawings yielded substantial agreement between the two scoring systems. The streamlined McCarthy scoring system should be utilized when large numbers of children are being evaluated with short periods of time. (Author)

High test scores may measure general intelligence or test taking "savvy" rather than acquisition of knowledge of a particular subject. Pretests may help instructors differentiate between material students already know and good performance based on flaws in the wording of tests as indicated by pretests administered to college chemistry…

Obtained a hierarchical factor solution on the Wechsler Adult Intelligence Scale-Revised (WAIS-R) subtest intercorrelations for the nine age groups included in the standardization sample. Findings support the validity of the WAIS-R as a measure of general intelligence and the validity of maintaining separate Verbal and Performance IQs. (Author)

Definitions of projective tests are critiqued. A distinction is made between projective tests and projective techniques. The unique feature of the latter is its scoring process: response categories are intensionally defined and comprise infinite sets of responses. A continuity from psychometric to projective tests is argued. Statistical…

Discusses the proper interpretation of the three scores commonly reported from norm-referenced standardized reading tests: grade equivalency, percentile, and stanine scores. (FL)

Identifies eight factors that should be considered carefully by those who use and interpret achievement test data for individual children: base score, guessing factor, time factor, content validity, test reliability, instructional-level placement, diagnostic analysis, and individual pupil progress data. (RL)

Compared the standard scores and age scores obtained from the Peabody Picture Vocabulary Test (PPVT)(1965) and the Revised Peabody Picture Vocabulary Test (PPVT-R)(1981) with (N=88) preschool children. Results found the mean PPVT IQ and Mental Age scores were significantly higher. Discusses implications for using the PPVT-R. (Author)

Compared principal component anlaysis with hierarchical cluster analysis of a psychodiagnostic test battery for children. Results are discussed within a multidimensional framework of cognitive abilities. The structure of the battery of tests included general intelligence, auditory and visual learning, academic achievement, and auditory…

Provides normative locus of control data for male alcoholics undergoing treatment. Results indicated that a score six or below defined the internally controlled alcoholic, seven or above, the externally controlled alcoholic. The distribution of locus of control scores did not differ significantly from a normal distribution. (Author/BEF)

Single-case designs make available areas not easily studied in group research and make demands on an investigator that are not easily met in clinical situations. Single-case designs appear relatively straightforward, which may foster problems. Best guide for interpretation is recognition of logic of designs and common methodological problems.…

Although agreeing that the System of Multicultural Pluralistic Assessment (SOMPA) has an important purpose, the author questions some perceived weaknesses: test validity; medical model measures; sociocultural scales; estimated learning potential (ELP); and the incompleteness of SOMPA manauls for use in evaluating the system. (See also TM 504 174).…

Presents a rationale for the use of local norms and a procedure, illustrated with an example, for updating a norm group's test score mean and variance. Local norms can be more recent, relevant, and representative for local groups. (Author)

Sattler's standard deviation technique for interpreting strengths and weaknesses on the Stanford-Binet Intelligence Scale has been simplified by Kaufman and Waterstreet in the form of an easy-to-use table. A refinement of their table is presented, with an example to demonstrate its use. (Author/CTM)

Undergraduate students in a college of education were administered the Minnesota Teacher Attitude Inventory under one of three conditions. Those given negative information about the inventory scored significantly higher than those given no information. Those given positive information were intermediate. (CTM)