It is erroneous to extend or generalize the inter-rater reliability coefficient estimated from only a (small) proportion of the sample to the rest of the sample data where only one rater is used for scoring, although such generalization is often made implicitly in practice. It is shown that if inter-rater reliability estimate from part of a sample…

Researchers consistently fail to report reliability estimates for data used in their studies. This lack of reporting hinders appropriate evaluation and interpretation of data and may lead to inappropriate conclusions. Because reliability is inured to scores obtained from a test, and not the test itself, it is important to report score reliability…

A review of the problems of obtaining historically sound oral history. (CH)

Two conventional scores and a weighted score on a group test of general intelligence were compared for reliability and predictive validity. (Editor)

Article commented on a study by Harris, who presented formulas for the variance of errors of estimation (of a true score from an observed score) and the variance of errors of prediction (of an observed score from an observed score on a parallel test). (Author/RK)

This paper provides data that relate to both the reliability and abnormality of differences for the Developmental Test of Visual Perception (DTVP) subtest scores. (Author)

Purpose of this paper is to identify several critical problems and areas of needed research on the measurement of creativity. The area is surveyed in three general categories: validity, reliability, and usability. (Authors/CB)

Although a great deal of attention has been devoted over a period of years to the estimation of reliability from item statistics, there are still gaps in the mathematical derivation of the Kuder-Richardson results. The main purpose of this paper is to fill some of these gaps, using language consistent with modern probability theory. (Author)

Study based on F. M. Lord's arguments in 1957 and 1959 that tests of the same length do have the same standard error of measurement. (CB)

Purpose of this study was to determine if children in the first grade could discriminate whether two paired chords were the same or different, could learn to associate a tone with a chord in four brief training sessions, and could improve more in harmonic discrimination when performing chords in the training sessions than when merely listening to…

Since both the means and reliabilities of the ratings were affected by the number of scale levels but not by the manner of defining scale levels, it would appear that the most critical consideration in rating scale construction is that of determining the appropriate number of rating scale levels. (Author/MB)