This investigation attempts to determine if the congruity in textbook-test content varies as a function of different styles of textbook use. Across all standardized tests, instructional validity of the five styles of textbook use was far lower for the management-by-objectives model than for any other styles. (Author/PN)

Provided data on construct validity for the abuse and lie scales of the Child Abuse Potential Inventory using a sample of college students (N=176). Results confirmed additional validity for the abuse scale which measured inability to adapt. Validity for the lie scale was provided by its positive relationship to other scales. (Author/JAC)

Written clinical simulation problems in forced-choice and essay formats were used to compare the performance of medical students with varying levels of clinical experience at the conclusion of their pediatric rotations. Clinical simulation problems failed to demonstrate responsiveness to development and maturation in the problem-solving approach…

One of the major concerns of the California school district represented in this case study centered on the possible legal problems associated with minimum competency testing (MCT). The responses of the district to the California law regarding MCT, and to six potential problem areas, are documented. (LC)

The development, administration, and scoring of a communicative test and its validation with tests of linguistic and sociolinguistic competence in English and Spanish are reported. Correlation with measures of home language use and school achievement are also presented, and issues of test validation for bilingual programs are discussed. (MSE)

Concludes that grade level scores on the Brigance Diagnostic Inventory of Basic Skills are consistent with those of the Wide Range Achievement Test. (FL)

Written tests do not project clinical optometric competence very well at present. However, the basic skills and knowledge necessary for competence can be measured, even if diagnostic and treatment skills cannot by current means. (MSE)

Discusses reasons why standardized tests and their use are important topics of discussion. Testing is: widely used in schools and supported by the public; criticized by both educational and noneducational groups; only minimally a part of teachers'/administrators' training; constantly being changed and developed. (LC)

The effectiveness of a measure of the processing capacity of working memory, called the reading span test, is demonstrated in predicting performance and understanding individual differences in reading comprehension. (Author/PN)

Several measures of the speed of information processing were related to ability factors derived from the Cattell-Horn theory of fluid and crystallized intelligence. Correlations among the ability measures, among the information processing measures, and between the two domains were analyzed using confirmatory factor analysis. (Author/PN)

Research on the validity and reliability of four tests (Group Inventory for Finding Creative Talent, Group Inventory for Finding Interests I and II, and Preschool Interest Descriptor) which use the characteristics approach in screening elementary/secondary students for programs for the creatively gifted is summarized. (CL)

Multitrait-multimethod analysis was performed on instructors' ratings from behaviorally anchored rating scales, graphic rating scales, and mixed standard scales. Two samples of 100 undergraduate students were distinguished on the basis of whether the statements on the mixed-standard scale were behaviorally specific or more generic descriptions of…

Whether culturally biased tests are useful depends on what is meant by that phrase and the purpose for which the test is to be used. Keeping the distinction between aptitude and achievement in mind, different definitions of fair use of tests come from different sets of societal values. (Author/CM)

The Berkeley student evaluation questionnaire by Hildebrand, Wilson, and Dienst was modified to reflect the Whitely-Doyle factorial structure of implicit theories students hold about teaching characteristics of their instructors. Student ratings appear to be valid indicators of teaching competency, admissable as evidence to be used for faculty…

The use of the Estes Reading Attitude Scale as a measure of academic attitude of fourth-, fifth-, and sixth- grade Mexican-American and Anglo student groups did not lead to substantial bias in test score interpretation. These results indicate that responses on the test as a whole can be judged as valid. (Author/PN)