Suggests that because of deficiencies in the statistical analysis and errors of inference, neither the conclusions nor the policy recommencations derived by Coleman are well supported. (Author/AM)

The utility of setting standards for educational decisions, even though those standards may be somewhat arbitrary, is defended in this response to Glass's article (TM 504 031). (JKS)

The relationship was studied between Kohlberg's stages of moral development and the process of decision making utilized by 214 subjects, aged 14 to 63 years, during the resolution of hypothetical moral dilemmas. It was not possible to distinguish moral development stages on the basis of decision making criteria. (Author/BH)

Intended for teachers of elementary age hearing impaired students, the article describes the Test of Receptive Language Ability and the Test of Expressive Language Ability. (SBH)

Results of discriminant analysis are of restricted value in the counseling setting because discriminant functions often lack psychological interpretability. A technique is proposed for obtaining rotated discriminant function scores which should have the same clarity of meaning as rotated factors from factor analyses. (Author/JKS)

False-positive and false-negative decisions are the two possible errors committed with a mastery test; yet the estimation of the likelihood of committing these errors has not been investigated. Two methods of this type of estimation are presented and discussed. (Author/JKS)

The place of testing in education is discussed. It is concluded that tests should be used as the supplements they are intended to be, and they should be used after thorough examination of their suitability has been made by test and education experts. (Author)

To explain the test score decline in reading and writing, the author suggests that neither tests nor instruction is accomplishing what each purport to do and that both have ignored an underlying cultural shift. (Editor)

States that there is a need for a systematic attempt to break down the performance of black children (who have taken the WISC-R) into analytical and verbal-comprehension clusters. This need is based on the hypothesis that group blacks tend to show up as deficient in abstraction. Profile analysis could be useful in planning educational, vocational,…

Compared two- and three-factor solutions for the 12 subtests of WISC and WISC-R for 164 black, white, and Latino children aged seven to 15 referred to school psychologists because of concerns about their intellectual ability. Factor structures of WISC and WISC-R for same group of subjects are similar. (Author)

Data from a Pennsylvania longitudinal vocational development study were used to test the congruency aspect of Holland's theory of vocational choice with a sample of high school males enrolled in the vocational-technical curriculum. Limited support for the applicability of Holland's theory of congruency-incongruency was found. (MF)

Bilevel dimensionality of probability was examined via factor analysis, Rasch latent trait analysis, and classical item analysis. Results suggest that when nonstandardized measures are the criteria for achievement, relying solely on estimates of content validity may lead to erroneous interpretation of test score data. (JKS)

The aim of this paper was to develop a simplification of Sattler's technique (in the form of a table) to make it easier to use and to apply to the Binet profile of any child tested. An illustration is included. (Author)

A computer-based narrative report integrating results from the Strong Vocational Interest Blank, the Opinion Attitude and Interest Survey, and the Cooperative English Test was compared with a standard profile format. No differences were found between the two methods for male and female. (Author)