When conducting a profile analysis of the Peabody Individual Achievement Test, only those subtests in which the subtest specific variance equals or exceeds 25 percent of the total variance and exceeds error variance should be considered for interpretation. Behavioral factors and testing conditions also should be considered. (Author/BEF)

Initially school personnel tended to select devices with technically adequate reliability and validity. As decision making continued, technically inadequate devices were selected more often. More emphasis on the importance of technically adequate assessment devices is needed in training school professionals. (Author)

Illustrates the importance of carefully interpreting reading test results. (JT)

Describes a competency assessment system developed for use with preservice and inservice teachers and reports the reliability and validity of the instrument. Presents data from a tryout of the assessment system with a group of preservice science teachers. (CS)

The Attitude toward Arts Education Scale (ATAES) was developed to assess attitude change in elementary school teachers resulting from a K-6 arts education program. This paper describes the instrument's construction and its reliability and validity properties. A copy of the ATAES is appended. (Author/SJL)

Results revealed significant differences among elementary school teachers grouped by teaching experience, degree level, number of reading courses, and grade level taught. All differences supported the construct validity of the Inventory of Teacher Knowledge of Reading. Internal consistency reliability was estimated at .91. (Author)

Evidence is presented partially supporting the reliability and construct validity of the Coopersmith Self-Esteem Inventory with Filipino adolescent girls. A test-retest coefficient of 0.61 was found over a nine-month period. Self-esteem scores were significantly associated with IQ scores and teacher ratings of pupils' self-esteem. (Author/BW)

Ability-achievement discrepancies were analyzed using the Woodcock-Johnson Psycho-Educational Battery, WISC-R, and the Peabody Individual Achievement Test administered to a sample of low achievers. Reliabilities of difference scores were moderately high. Reliabilities of differences for devices normed on both the same and different populations…

Describes the development of a 13-item self-report Affective Communication Test (ACT) and reports on studies showing the ACT to be a reliable and valid measure of individual differences in expressiveness or "charisma." (Author/SS)

A scale measuring attitude toward physical education was developed for elementary school children in grades 4 to 7. Correlation between scores obtained on the scale and a self-rating produced coefficients ranging from .22 to .82. Reliability ranged from .57 to .81. No significant difference was found between sexes. (Author/GDC)

A sociometric nominations instrument called Guess Who was administered to 13,045 elementary school children and then subjected to an image analysis. Four factors were extracted--disruptive, bright, dull, and quiet/well-behaved--and related to teacher ratings, self-reports and other measures. (Author/JKS)

The Matrices and Order of Appearance subtests of a Piagetian test battery were administered to a sample of second-grade children on two occasions under two test conditions: standardized testing and a dialogue between child and examiner. Differences for test condition and time of testing were found. (JKS)

A statistical framework for investigating various regression approaches to linear composites is presented in this monograph. The consequences of variance approaches for psychometric theory are discussed. (A six-page bibliography is appended). (JKS)

The development and validation of the Vocational Interest Inventory, a forced choice guidance instrument is described. It assists high school students, whose interests are not well differentiated, in making post-high school educational and vocational decisions. (JKS)

A 20-item scale, based upon the Estes Reading Attitude Scale, was constructed to measure elementary students' attitudes toward reading. Results supported its reliability and validity for third, fourth, and fifth graders. (The scale is included). (JKS)