Used Light's Retention Scale totals, along with measures of achievement, and self-concept to predict academic, emotional, and social status at the end of the repeated first grade. Results suggest that Light's Retention Scale is neither reliable nor valid as a psychometric device. (Author/JAC)

Examines circumstances leading to elimination of the Professional and Administrative Career Examination (PACE), which was agreed to in the Luevano et al. v. Campbell consent decree. The validation project, the psychometric properties, and the impact on applicant flow of the PACE are summarized. Possible ramifications are discussed. (Author)

This study compared psychometric results on the Fear Survey Schedule for Children-II for 187 children and adolescents with mental retardation and 372 intellectually average students. The schedule demonstrated sound psychometric properties for both samples. Mentally retarded subjects scored significantly higher than the comparison sample, and their…

Used 105 learning disabled children in grades one through three to assess the psychometric properties of a pictorial scale of perceived competence. Results reveal a three-factor solution for factor structure: (1) academic competence; (2) physical competence; and (3) social acceptance. Findings suggest that learning disabled pupils can discern…

The affective aspect of the curriculum is defined as the development of appropriate and measurable values such as ethical behavior, honesty, tolerance, and becoming a life-long learner. In outcome assessment of the affective category, the goal is to evaluate the transition of the student to a professional. (MLW)

Objective criteria for evaluating the Eysenck Personality Inventory's internal structure are discussed. An approach based on targeted rotations and the test's scoring key is proposed as a means of providing common criteria. Data from earlier structure and test results for 195 undergraduates support the utility of 3 criteria developed. (SLD)

The latent composition of the Learning and Study Strategies Inventory for High School (LASSI-HS) was studied through exploratory and confirmatory factor analysis of results from 367 ninth-grade students. Evidence supports a three-factor model. Interrelationships among the constructs are examined, and use of the instrument is discussed. (SLD)

Presents a comprehensive review of validity that includes an empirical evaluation of the actual and potential consequences of score interpretation and use, how those consequences come about, and what determines them. Six distinguishable aspects of construct validity are highlighted as a means of addressing central issues implicit in the notion of…

Two analyses are provided to demonstrate that the population of students with learning disabilities is distinct from the population of low-achievers. Reasons for different interpretations of Bob Algozzine and colleagues' research are suggested. Assumptions surrounding the reality of learning disability are explored, as are differing perceptions…

Estimates of program effects from a compensatory preschool intervention were investigated using econometric simultaneous modeling, latent variable structured modeling, and ordinary least squares regression. Data for 806 black children indicated that different quasi-experimental estimation methods that attempt to control for selection bias can…

The Self-Expressiveness in the Family Questionnaire is introduced as a measure of emotional expressiveness. Four studies involving 499 mothers and 362 fathers provided evidence of good convergent, discriminant, and construct validity for the instrument and a preliminary short form. Factor analyses support a two-factor solution across the studies.…

Results are presented from a study of portfolio use for large-scale assessment in the Pittsburgh (Pennsylvania) public schools that are more encouraging for the use of this form of assessment than many other studies have been. Requirements for the psychometric integrity of portfolio assessment are discussed. (SLD)

The Transition Competence Battery for Deaf Adolescents and Young Adults (TCB) measures employment and independent living skills. The TCB was standardized on students (N from 180 to 230 for the different subtests) from both mainstreamed and residential settings. Item statistics and subtest reliabilities were adequate; evidence of construct validity…

This chapter gives an overview of the design and statistical and psychometric analysis methods of the National Assessment of Educational Progress (NAEP). The evolution of the NAEP continues to provide challenges to statisticians and psychometricians, as demonstrated in the expansion of the NAEP to the assessment of individual states. (SLD)

Critiques Walker's article in this issue. Argues that Walker's data do not meet technical standards regarding individual placement tests for normative comparisons, interjudge reliability, or predictive validity, and therefore do not justify the use of the Gesell test to place children in developmental kindergarten or transitional first grade. (GLR)