The Screening Test of Academic Readiness (STAR) was administered to three samples of kindergarten pupils. A series of factor analyses was performed to determine whether the STAR could be used for individualized diagnosis and remediation. Results showed that two oblique factors emerged which had limited meaning. (Author/BW)

The effect of test length on predictive validity is examined empirically. For four tests, the curve of validity against test length had a very gentle slope for the longer tests and all tests could be reduced by more than 60 percent without appreciable decreases in validity. (Author/BW)

White children scored significantly higher than Black children on the reversals test, although predictive validity coefficients were substantial for both races. Sex differences tended to be minor and of little consequence. (Author)

The canonical correlations and canonical loadings indicated the existence of a single dominant factor between the primary and middle grade data. This factor was interpreted as general scholastic ability. (Author)

A suicide potential scale is constructed that fits the Guttman scale criteria. The mean suicide potential scores of various age groups support the cohort model with the exception of individuals 75 and older, where it appears that maturation factors play an important role in explaining suicidal behavior. (Author)

Presents validation, from a communication perspective, for semantic differential scales designed to measure attitude toward an object. The favorableness of sources' verbal behavior about an object was related to sources' attitudes toward the object. Receivers accurately estimated sources' attitudes and the favorableness of sources' verbal…

Changes were studied that occur when the correlations between the six Medical College Admission Test scales and the scores on the Part I examination of the National Board of Medical Examiners are corrected for restriction of range. (MLW)

Significant job-relatedness was found for a posttraining job knowledge test criterion. Content validity methods may be able to help solve the problem of criterion relevance in validation research by providing quantitative evidence of job-relatedness. (Author)

Expressed vocational choices correctly predicted actual occupations 2 years after high school for 38 percent of the total sample. When certainty level was added to expressed choice, prediction rates were 43 percent for very sure choosers, 38 percent for fairly sure choosers, and 28 percent who were not sure. (Author)

Several issues about component validity are examined by using covariance modeling to test hypotheses about the relationships between components, aptitude, and achievement. Support was found for cognitive components to model individual differences in verbal aptitude, decompose test validity, and differentially predict achievement. (Author/GK)

An exploratory study involving the use of the Individualized Classroom Environment Questionnaire (ICEQ) in relating learning outcomes to student perceptions of classroom individualization and actual-preferred congruence is reported. Findings suggest actual-preferred interaction was important in predicting cognitive outcomes. (Author/RL)

Investigated the utility of the Quick Test in screening for gifted students; 57 identified gifted students were administered forms of the Ammons Quick Test. This screening instrument was unable to identify 60% of the sample tested as gifted. (Author)

Investigates the validity of the receiver apprehension test, determining the degree to which it (1) correlates with a different measure of trait listening anxiety, (2) predicts specific state anxiety responses to listening tasks, and (3) is stable over time. (JMF)

Criterion-keying of interest inventories involves selecting items which best distinguish a group of incumbents in a particular occupation from another group intended to represent the population of interest. This practice is questioned here and data are presented to support the author's contention. (Author/JKS)

The predictive validity of the Graduate Record Examinations (GRE) and the Miller Analogies Test (MAT) in a doctoral program in education was investigated. Results supported the use of the GRE but not the MAT. (Author/JKS)