The article presents a protocol for the assessment of prelinguistic intentional communication with young and/or severely language-impaired children. A set of tasks and scoring procedures are presented for the elicitation of proto-declarative and proto-imperative behaviors. Data are presented to support reliability. (Author/CL)

For the purpose of obtaining data to use in test development, multiple matrix sampling plans were compared to examinee sampling plans. Data were simulated for examinees, sampled from a population with a normal distribution of ability, responding to items selected from an item universe. (Author/LMO)

Describes an exercise that teaches students about methodological issues concerned with making reliable observations of behavior. Students learned Eckman's (1972) Facial Affect Scoring Technique from a microcomputer program and then applied it in real life. This exercise generated much discussion about research methods, built observational skills,…

Describes the development of the Job Interview Self-Statement Schedule (JISSS), a device for the assessment of positive and negative cognitions that may occur during job-selection interviews. Procedures for item generation, item selection, and subscale development are detailed, and preliminary normative, factor analytic, reliability, and validity…

Compares the factor structure and degree of deviance in the Behavior Problem Checklist. Regardless of the subject child's sensory handicap, the Conduct Problem and the Personality Problem factors were consistent. The pattern for the Inadequacy-Immaturity factor was much less consistent. (Author/AS)

Examined the rating behavior of Black and White judges within the context of a social skills training program for patients (N=12) diagnosed as schizophrenic. Results indicated that Black and White judges may rate various social behaviors differently. (LLL)

Tested the extremity of the scale values associated with standards chosen in the development of mixed standard scales with college students (N=248). Results indicated that standard extremity affects the level of ratings assigned; the number of logically inconsistent response patterns; and the relative position of respondents in performance…

A five by five covariance matrix representing longitudinal measurements at five occasions is used to illustrate that markedly different types of learning curves may generate indistinguishable covariance structures. An excellent fit of a simplex structure can be misleading. Common uses of covariance structure models for growth studies are…

Reviews the behaviors sampled, test administration, scoring, norms, reliability, and validity of the Basic Achievement Skills Individual Screener (BASIS), an individually administered test that measures skill development in reading, mathematics, spelling, and writing. (BL)

Reports a series of studies in the development of the Personal Authority in the Family System (PAFS) questionnaire, designed to measure family processes based on aspects of current intergenerational family theory. Results indicated that the scales have good internal consistency, and test-retest reliability, and supported construct validity. (JAC)

Higher elementary student scores on standardized tests do not mean educational improvement. Scores can be affected by teaching "to" the test, coaching on test taking, and skewed norms. Test scores have been declining at the secondary level. Included is a discussion of secondary tests. (MD)

Reports findings of interindexer consistency tests--quantitative measure of degree to which indexers agree in assignment of terms representing subject contents of document--on print materials, which may be generalizable to indexing of visual materials. Results of interindexer consistency test on nonspecialists indexing pictorial art works are…

A recognition measure of Kohlbergian moral reasoning, developed on the basis of a production measure, was psychometrically evaluated. Results showed that the Sociomoral Reflection Objective Measure has acceptable concurrent validity and high levels of test-retest reliability and internal consistency. (Author/CI)

Examines and contests the claim that all language tests are in reality testing the same underlying ability which is very similar to the Spearman g-factor for intelligence. Conclusions indicate that the argument for the existence of a g-factor in language tests is not tenable on statistical grounds. (SL)

The legislative history of legislation concerning disclosure of standardized college admissions test items is reviewed, the effect of existing laws in California and New York is outlined, and public policy and legal questions leading to and resulting from the legislation are discussed. (MSE)