Information is presented on the validity, reliability, and normative data of the Ashlock Tests of Visual Perception-Revised, a screening test for perceptual difficulties in preschoolers. Discussed are implications for using the test for screening, diagnosis, and educational planning. (CL)

The P.E.P. Report 1969-1973 focuses on the various findings and activities of the Program Evaluation Project. Followup is an integral part of a goal oriented evaluation, providing the opportunity for the collection of various forms of outcome data as well as consumer satisfaction information. This chapter discusses the history and implementation…

The P.E.P. Report 1969-1973 focuses on the various findings and activities of the Program Evaluation Project. Reliability is considered a basic aspect of any measurement system. With Goal Attainment Scaling, at least two types of reliability are important: the reliability of the followup guide construction and the reliability of the followup guide…

Several new programs have been added to those of the Comprehensive Occupational Data Analysis Programs (CODAP), all oriented toward analyzing and manipulating information describing work tasks, rather than jobs or persons. REXALL analyzes the inter-rater agreement among judges concerning task-factor ratings. TSKFAC adds factor weight vectors to…

This study compared a domain referenced approach with a traditional psychometric approach in the construction of a test. Results of the December, 1975 Quarterly Profile Exam (QPE) administered to 400 examinees at a university were the source of data. The 400 item QPE is a five alternative multiple choice test of information a "safe"…

The Career and Occupational Development (COD) assessment of the National Assessment of Educational Progress (NAEP) was made up of about 70 percent free response exercises requiring hand scoring. This paper describes the techniques used in developing the "scoring guides" for these exercises and summarizes the results of two empirical…

Difficulties involved with the evaluation of drug abuse prevention programs are numerous. Tentative Drug Use Scale (TDUS) was designed in response to a number of specific problems associated with obtaining behavioral data. Advantages of this scale over others are discussed. Reliability and validity information are provided. (Author)

Freshmen (N=202) took two batteries of aptitude tests 10 months apart. Six pairs of tests were studied. Two pairs were identical, two were parallel, and two were completely different. This design made it possible to separate three components of practice: (a) general test sophistication, (b) specific practice effect, and (c) item familiarization.…

An inventory was constructed to screen children for psychiatric impairment. Factor analysis of the questionnaire items of child behavior yielded 18 factors. The 7 factors with the highest correlations with total psychiatric impairment were selected for the inventory, each represented by 5 items. (Author)

Measures of multivariate reliability were calculated for profiles of Wechsler Intelligence Scale for Children (WISC) subscales on three age groups. Profile dimensions based on reliability considerations were established and matched across age groups and with factor analytic dimensions. WISC was found to measure general ability and verbal and…

The concurrent validity of the Student Opinion Inventory (SOI) factor scales was determined and the reproducibility of the reliability estimates found in pilot studies of the instrument examined. Responses to the SOI from students indicated that 5 of the 6 factor scales of the SOI possessed some concurrent validity. (Author/BJG)

Reports on an experiment designed to test the reliability of the cloze procedure in second language testing, specifically as a measure of overall language proficiency, and as a measure whose results are independent of style. (AM)

This note shows that, under conditions specified by Levin and Subkoviak (TM 503 420), it is not necessary to specify the reliabilities of observed scores when comparing completely randomized designs with randomized block designs. Certain errors in their illustrative example are also discussed. (Author/CTM)

Comments (TM 503 706) on an earlier article (TM 503 420) concerning the comparison of the completely randomized design and the randomized block design are acknowledged and appreciated. In addition, potentially misleading notions arising from these comments are addressed and clarified. (See also TM 503 708). (Author/CTM)

This note continues the discussion of earlier articles (TM 503 420, TM 503 706, and TM 503 707), comparing the completely randomized design with the randomized block design. (CTM)