Since competency-based instruction is based on the testing process, this study suggests that careful attention to the construction of tests can produce a reliable, valid measure. The next steps to be taken include developing larger banks of test items, increasingly accurate tests, and instruction to meet specified objectives of the curriculum.…

Samples of children (N=1,267) in rural Australian primary schools completed the "Where Are You Game" for the assessment of self-regard. Results indicated acceptable estimated test reliability and considerable convergent validity. Comparatively, self-regard was higher in younger children, boys, and higher academic achievers. (Author/SJL)

Three conditions for administering creativity tests by Torrance and by Wallach and Kogan were compared: (1) untimed, gamelike; (2) conventional testlike; and (3) administration of measures under testlike conditions on two adjacent days, using the second testing as the predictor. The conventional testlike condition seems optimal. (Author/CP)

Interpreting interest inventories correctly encourages client understanding and decision-making skills. Inadequate time and information overload can be major obstacles. Weinrach's Discrepancy Identification can minimize these problems in interpreting the Kuder Occupational Interest Survey. Includes a response by Diamond on scoring. (JAC)

A review of the technical data available on the 1972 norms edition of the Stanford-Binet demonstrates how inadequate these data are. The Stanford-Binet should not continue to be used in important decision making processes unless this weakness is corrected. (Author)

To validate the National Occupational Competency Testing Institute examinations to be used to select vocational instructors in Georgia, a random sample of teachers by occupation and race was tested. Test results were compared to national norms; local norms and a method for determining cut-off scores were developed. (SK)

Light's retention scale does not meet standards for a psychometric device for schools. Possibly because of low reliability, the total score was not found to have concurrent validity. The scale needs revision in item content to be accepted by teachers. (Author)

Data on 21 performance tests, entry level and promotional, motor and verbal, were evaluated for 263 applicants for city government jobs over a 17-month period. In comparison to paper and pencil tests, performance tests were more cost-effective, more face valid, and more acceptable to applicants in this situation. (Author/KC)

A comparison of reading subtests of the Wide Range Achievement Test, Peabody Individual Achievement Test, and Slosson Oral Reading Test showed a high correlation between the WRAT and PIAT. Suggests the WRAT and PIAT measure the same dimension of reading achievement, possibly verbal fluency. (Author/JAC)

Outlines a six-step process which can be used by faculty teams to assess the validity of criterion-referenced tests. Steps include: comparing test items with course objectives, assessing the test in terms of the domains and levels of Bloom's Taxonomy, and examining the appropriateness of various types of test questions. (JP)

Informal assessment techniques are adaptable to local adult basic education needs, relatively free of anxiety-producing format, effective time utilizers, and immediately interpretable by teacher/student. Presents assessment examples: student selected materials, Verbal Picture Analysis, graded paragraphs, Cloze Procedure, sentence completion,…

Characteristics of 11 Repgrid indices of cognitive structure, particularly Smith and Leach's hierarchical complexity index, are investigated among boys and girls, aged 9-15. The Smith & Leach index is shown to be significantly reliable; but in common with seven indices of cognitive differentiation, it is of dubious validity. (Author/GDC)

Investigates the psychometric properties of the Preschool and Primary Nowicki-Strickland Internal-External Control Scale (PPNS-IE). The test was administered to first, second and third graders. (CM)

A longitudinal study of approximately 1,000 students aged 10-16 showed high stability of intelligence and creativity. Stability coefficients for intelligence were higher than those for creativity. Results supported the construct validity of creativity. (MH)

The self-report Imaginational Processes Inventory, originally devised for college students, was revised for use with high school students and administered to 181 ninth through eleventh graders. Reliability of the revised instrument was demonstrated. Score differences by sex and age (high school vs college) were analyzed. (Author/SJL)