Examined the construct validity of multidimensional self-concept scales in three different samples of fifth and sixth graders in Australia. Overall, student ratings of their own self-concepts were moderately correlated with teacher ratings of their self-concepts, with academic achievement tests, and with teacher ratings of academic abilities.…

The limitations of widely used intelligence tests are discussed within current use, along with adequacy of diagnosis, and specific and general ability measures. Tests of individual abilities are presented as reliant on largely unvalidated clinical inferences and judgements. Three emerging individual learning assessment models are described. (CM)

Describes an experiment testing whether pre-exam study sessions improved student performance on tests and whether study sessions helped better students more than poor ones. Eighty-five general psychology students, pretested for academic ability, attended optional study sessions and then took an examination on course materials. Findings supported…

Presents an alternative hypothetical explanation of the results obtained in Sharma and Meighan's research. The study did not control for intelligence, social class, and other relevant variables which might explain the difference between the sexes in mathematical attainment in secondary schools. (AM)

The "magic" paradigm was devised to assess conservation of number in young children. Subjects were 32 three- to four-year-old children. (MP)

This study was undertaken to answer the following question: At what point do students achieve the highest gain in writing skill--after completing eight writing problems, after completing 16 writing problems, or after completing 24 writing problems? (Author)

Using scores from a single standardized test to make student placement decisions for reading groups, advanced placement classes, magnet schools, or remedial education programs is inappropriate. Recent research shows that teachers' judgments provide as accurate an estimate of student ability as standardized test results. Using multiple measures…

Explodes five commonly held myths: at-risk students (1) do not want to learn; (2) have no pride in their work; (3) are incapable of discipline; (4) have poor attendance records; and (5) are violent. Argues that at-risk students have the same hopes and aspirations as other students. (RS)

In 3 experiments, 123, 70, and 60 college students indicated that others might reduce effort in a situation where they expect failure as a strategy to protect their perceptions of ability, but that they themselves would not. Reduced effort when threatened by failure may not be intentional. (SLD)

Shares how one first year teacher learned an important lesson about what to expect from students of low ability levels. Discusses how students in the "low" reading group succeeded in reading and understanding the reading materials of the "high" group that they had mistakenly been given. (MG)