Compares the nonverbal intellectual performance as measured by the Raven's Coloured Progressive Matrices of Chicano and Anglo third-grade boys. When language status and cultural content of the testing instrument are controlled, mean group differences become negligible. This is a sound intelligence measure for use with Chicano children. (Author)

Evaluates the research of Harste and Strickler (AA 525 393) and its rationales. (Author/RK)

An examination of the test-retest reliability and construct validity of selected types of self-concept measures (nonverbal, verbal, pictorial, and observer-ratings) among a multiethnic population. Five self-concept measures were administered to 218 seventh and eighth-grade pupils from inner-city public schools. (Author)

An increasing number of occupational and educational planning aids are relying on self-estimates of aptitudes rather than objective measures of abilities. A preliminary examination of the accuracy of self-estimated aptitudes with high school seniors (N=74) suggests unsubstantiated self-estimates may lead to decisions based on unrealistic…

Portfolios, demonstrations, exhibitions, displays, and video attestations all challenge traditional test theory, which is focused on individuals in isolation. However, teachers are expected to work collaboratively and resolve problems within a social context. Instead of limiting collaboration when evaluating a teacher's site-based portfolio,…

Greek parents (N=320) were given the Child Abuse Potential (CAP) Inventory and results were compared with American scores. Internal consistency reliability was high for four scales (abuse, distress, rigidity, and inconsistency). The Greek and American versions had similar factorial structures. Comparison found that Greek scores were significantly…

A study with 804 undergraduates finds that Minnesota Multiphasic Personality Inventory-2 protocols that contain random responding with an onset after item 370 can be distinguished from protocols with an earlier onset of random responding. Results suggest that protocols with late random responding may be interpretable in terms of basic clinical and…

A series of studies by the Technical Review Panel (TRP) of the National Assessment of Educational Progress (NAEP) to improve the quality and utility of the NAEP is introduced, with a description of the NAEP, the creation of the TRP, the education policy issues that influenced the selection of research topics, and the relationship among the…

Reviews problems with the current movement to use national standards and performance assessment to reform education and the impact of the standards on students with disabilities. The characteristics of standards, as they are currently being employed, are discussed, along with issues related to measurement, reliability, and validity. (Author/CR)

Reviews recent advances in early childhood assessment and evaluation. Discusses several well-known assessment devices for screening and intelligence testing and provides information regarding their use, reliability, and validity. Tests discussed include the Developmental Indicators for the Assessment of Learning-Revised, Early Screening Profiles,…

The applicability of a Chinese translation of the Students' Evaluation of Educational Quality (SEEQ) (H. W. Marsh, 1982 and later) and the generality of findings based on North American research were studied with 844 students at the Chinese University of Hong Kong. Results support the use of the SEEQ in this Chinese setting. (SLD)

The validity of using the Revised Denver Developmental Screening Test (RDDST) was investigated by testing 199 preschool children (ages 3-4) and reviewing the results 6 months later. Results indicated that the RDDST was an efficient prognostic tool in predicting formal assessment results for children at risk for language impairments. (CR)

Two meta-analyses, one with 27,973 subjects in 31 studies and one with 34,262 subjects in 141 studies, found that tests of short-term memory are valid predictors of job and training performance and that racial differences are smaller than is usual on cognitive tests. (SLD)

Reviews the Behavior Dimensions Rating Scale, an individualized, self-scoring behavioral assessment instrument. The scale is intended to measure patterns of behavior related to emotional problems for children in kindergarten through Grade 11. The test is easy to use and to interpret. There is, however, a need to further investigate the validity…

The construct validity of scores on the Mathematics Assessment Questionnaire of 1,505 junior high school students was studied using 3-way multidimensional scaling analyses. Findings generally support validity and confirm that psychological constructs are differentially important to students' perceptions of instructional activity settings. (SLD)