The article discusses the need to control for fluency (the number of test items completed) in originality scores from the Torrance Tests of Creative Thinking. (Author/DLS)

Contends that tests of statistical significance and measures of magnitude in counseling psychology research do not provide same information. Argues interpreting magnitude of experimental effects must be two-stage decision process with the second stage of process being conditioned on results of a test of statistical significance and entailing…

Administered Death Anxiety Scale (DAS) and Minnesota Multiphasic Personality Inventory (MMPI) to 105 individuals. Factor analysis of DAS revealed general factor accounting for 29 percent of extracted variance. First-order factors were also important in factor solution. Pattern of MMPI-DAS correlation suggests that confounding of factors greatly…

Presents table for determining relative rarity of quotient discrepancies on Wechsler Intelligence Scale for Children-Revised (WISC-R) to be used with children at higher Intelligence Quotient levels. Theoretically derived table has been confirmed through empirical observation of WISC-R standardization sample. Suggests table use should reduce…

Analyzes uses and effects of coding schemes in research on counseling process and outcome. Concludes that interpretation of counseling events in terms of the categories of a coding scheme attenuates an adequate description of those events whenever the researcher uses the coder's interpretation of events as if it were veridical with the…

Addresses practical issues concerning test score interpretation. Percentile bands are recommended for reporting to clients the extent and limits of what test scores reveal. Variety of suggestions and examples are provided for rendering interpretations meaningful. (Author)

Scores of 370 adults on the Myers Briggs Type Indicator (MBTI) were correlated with General Occupational Theme (GOT) scores on the Strong Interest Inventory. Simple categorical MBTI scores were related modestly to Strong GOT scores as expected; individual continuous scores did not account for more variance in GOT than in categorical scores. (SK)

Proposes a new generalization of the CL index of effect size proposed by K. McGraw and S. Wong (1992) called the "A" measure of stochastic superiority. Provides exact methods for point and interval estimation and significance tests of the A=0.5 hypothesis, as well as new generalizations of CL for the multigroup and correlated samples…

Tested the traditional assumption that the Wechsler Adult Intelligence Scale-Revised and the Wechsler Intelligence Scale for Children-Revised Picture Arrangement and Comprehension subtests are measures of social competence using scores from 136 children and adolescents. Cautions against interpreting either subtest as an indicator of social…

Challenges many of the assertions, inferences, and recommendations of the Merchant and Paulson article "State Comparisons of SAT Scores: Who's Your Test Taker?". (Contains five references.) (PKP)

The National Council for Accreditation of Teacher Education (NCATE, 2002) requires teacher education units to develop assessment systems and evaluate both the success of candidates and unit operations. Because of a stated, but misguided, fear of statistics, NCATE fails to use accepted terminology to assure the quality of institutional evaluative…

ACT is often asked whether student scores on the ACT[R] test can be used to make "norm-referenced" or "standards-referenced" comparisons. Norm-referenced interpretations compare students to one another, while standards-referenced interpretations measure student performance against predefined content standards. This brief shows…

Validity is a critically important issue with far-reaching implications for testing. The history of conceptualizations of validity over the past 50 years is reviewed, and 3 important areas of controversy are examined. First, the question of whether the three traditionally recognized types of validity should be integrated as a unitary entity of…

The program evaluation standards approved by the American National Standards Institute (ANSI) in 1994 that deal with reliability and validity accurately represent contemporary views of the psychometric community with regard to reliability and validity. As such, these standards move the field forward. The ANSI standards recognize that reliability…

Descriptive behavioral statements were written for each of the 609 items found on six career development tests in order to compare the tests in terms of their coverage of the major career development components and in terms of the specific learner behaviors included in the test outline. (Author)