A study investigated possible relationships between performance on the National Board of Medical Examiners Part I exam and personality types to identify learning styles that may predict difficulty with that kind of testing. Results show the tests are most difficult for the personality types most easily admitted to medical school. (MSE)

In a two-way analysis of variance and Bonferroni-type follow-up to detect biased items on Forms A and B of the test found that bias-in-item difficulty occurred for the Mexican-American and White groups. The need to examine the issue and reconsider popular conceptualizations of bias in testing is shown. (Author/CM)

In discriminant analyses of student performance on medical science certifying examinations developed by the faculties at a parent campus and regional campus, curriculum bias in examination items was shown to exist. Test construction procedures and exchange and review by faculties were found inadequate to prevent curriculum dependence. (Author/CM)

Results indicate that the Wechsler Intelligence Scale for Children (Revised) is a valid predictor of achievement for children referred for learning disabilities. The verbal Scale IQ, and the Freedom from Distractibility IQ proved especially useful predictors of academic achievement. (JAC)

Results of this study demonstrate student-instructor agreement on evaluations of teaching effectiveness, support the validity of student ratings for both graduate and undergraduate courses, and emphasize the importance of using multifactor rating scales that are derived through the application of factor analysis. (Author/AL)

Instruments were developed to measure aspects of self-identity: sex role identity, identification with parents, and personal identity. The instruments were tried out and tested for construct validity. Analysis provided evidence that self-identity is developmental, as indicated by significant differences in personal identity measures among adults,…

Evaluated two measures of social function in 195 older adults who underwent neurological, cognitive, and affective assessment. Found the Functional Activities Questionnaire superior to the Instrumental Activities of Daily Living Scale in discriminating among functional levels and in predicting neurologist ratings and cognitive scores. (Author)

If researchers want to get at secondary students' true feelings and at their true usage figures of drugs, it is strongly recommended that questionnaires contain the "I now use..." category for anchoring the usage items and "I feel..." for soliciting general items. (RL)

Compared the factoral structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R) for Anglo, Black, and Mexican-American children. Found high similarity across groups. The order of subtest difficulty was significantly correlated with subtest g loadings for Mexican Americans. Results provide support for Spearman's hypothesis with…

Reports on the development of a group self-reporting diagnostic reading attitude measure designed to assess instructional and recreational reading attitudes of elementary school children within a classroom setting. Concludes that the instrument is valid, reliable, and easy to administer and score. (FL)

Describes the development, validity, and reliability (0.91 to 0.94) of a 50-item, Likert-format scale to measure students' attitudes toward science in grades 4 through 12 (N=806). (Author/JN)

Assessed reliability and validity for an instrument designed to assess depressiform cognitions. The results suggest that the scale is promising, however, a strong sex effect was noted in some of the characteristics of attribution. Suggests the need to evaluate sexual-cultural differences in attributional processes associated with depression.…

This article describes a procedure for developing and validating a criterion-referenced assessment instrument that will facilitate formative or diagnostic assessment of the concomitant theory and principles (cognitions) that underlie appropriate performance in a performance-based teacher education program. (Author)

Provides additional evidence for the construct validity of the Erwin Identity Scale (EIS). Provides information about interaction between identity development and college environment as perceived by students. Impact of academic environment and interpersonal campus environment were reflected by high or low scores on the EIS. (RC)

The test scores of college freshmen given both a multiple choice test and an essay test of writing skills were compared to assess the validity of a multiple choice test compared with an essay test. (HOD)