The COIN Basic Skills and Career Interest Survey is a two-part measure using the combined scores of the Wonderlich Basic Skills Test (E. Long, V. Artese, and W. Clonts, 1994) (WBST) and the COIN Career Interest Survey (R. Durgin, J. Ryan, and R. Ryan, 1995; COIN Educational Products, Inc.) (CIS). The third part of this package involves the…

This paper investigates the effectiveness of students' real communication capabilities by investigating the target language use in monologue, dialogue, and conversational "multilogue" situations. It explores Japanese college students' oral English proficiency by focusing on the linguistic and pragmatic aspects in six types of teaching…

The purpose of this study was to develop a reliable and valid measurement for the identification of Internet addictive high school students. There were 615 subjects selected by a stratified sampling from the population of Taiwanese 10th to 12th graders. The final version of the Internet Addiction Scale for Taiwan High Schoolers (IAST) contained 20…

Officials with the National Center for Education Statistics asked the National Research Center's Board on Testing and Assessment to convene a workshop to assist them with their decisions about reporting results for accommodating test takers. The day-long workshop brought together four panels of representatives from state assessment offices,…

This paper reports on the first year's results of a screening procedure used to identify kindergarten and first grade children at risk of developing serious emotional disturbance. The Systematic Screening for Behavior Disorders (SSBD) is a three-stage, multiple-gated procedure for mass screening to determine whether a child should be referred for…

Research reports major concerns over classification and measurement for students with limited English proficiency (LEP). A poor operational definition of the English language proficiency construct and validity concerns about existing language proficiency tests are among these issues. Decisions on including LEP students in large-scale assessments…

The purpose of this study was to obtain additional evidence regarding bias in the validity of college grade predictions based on high school achievement and a scholastic aptitude test. Bias was examined in ethnic minority groups of Asian, Hispanic, Black, and American Indian college freshmen. (Author/PN)

Stepwise linear regression analysis determined the relative importance of the selection variables used in predicting graduate grade point average in a Masters of Business Administration program. Nonquantitative admissions measures which might be used for the same purpose are briefly discussed. (Author/PN)

Giving tests and assigning grades are stated to be important aspects of teachers' responsibility for facilitating student learning. Opposition to testing is discussed, objections are criticized, and beneficial consequences of evaluation are listed. It is maintained that tests do not cause cheating, or excessive discouragement, competition, or…

Dutch-speaking Belgian students scored higher than students from eight other non-English speaking countries on a reading comprehension test. There was a two-thirds overlap between the test and English curriculum. Teachers' expectations corresponded well with obtained scores. (CP)

Training produced significant changes in the teaching behavior, self-ratings of teaching ability, and student ratings of instruction of graduate teaching assistants. Response-shift bias was noted in the self-reports and controlled through the collection of retrospective pretests. (Author/CP)

The use of regression equations to predict the expected achievement levels of five- and six-year-old children on the Wide Range Achievement Test are discussed. Problems are found in identifying underachievement for children in the lower primary grades. Implications for the early identification of specific learning disabilities are described.…

Students' perception of overall teaching performance is strongly aligned with feelings about the course. A method is presented for separating the effects of the teacher, the course, and individual student groups. All three effects are highly significant; the effect of the course is by far the most prominent. (Author/JKS)

Traditional objections to student involvement and recent research supporting the validity of student comments are explored. The value of student comments depends upon asking appropriate questions: deciding what should be asked, what form the questions and results should take, and what use should be made of the information. (Author/MLW)

Critical reanalysis of a previous Australian study comparing the effects of single-sex mathematics and mixed-sex mathematics instruction on students in grades seven and eight suggests that the randomly assigned class-type intervention had relatively little effect on mathematics achievement or attitudes, and that at least some effects favored…