This book is intended to introduce the classroom teacher and prospective teacher to the elements of measurement and assessment that are essential to good teaching. The main theme is that assessment plays an important role in the instructional process. This edition has been revised to reflect major changes in educational assessment since the last…

The evaluation of World Wide Web resources has become a critical information skill for students. Because of the uniqueness of these resources, new tools are required that assess not only the content validity and mechanical functionality of a Web site, but also its motivational quality. This paper describes the development and validation of a set…

This brief paper describes a literacy program for adults with mental retardation in the Boston metropolitan region developed when more than 300 individuals formally requested literacy services. Several cognitive and literacy assessments were reviewed and implemented. No one assessment was found to be sufficient to assess ranges from pre-literacy…

The article describes an application of the Organizational Climate Descriptive Questionnaire (OCDQ) in the author's dissertation. He explored the possible relationships among [Fred] Fiedler's assessment of psychological distance of the leader (the principal) and the organizational climate of schools as assessed by the then recently developed OCDQ…

Author discusses and defines criterion tests in the context of classroom needs that have created much of the interest in the theory at this time. The primary source of interest is related to the growing implementation of individualized curricula. (Author/CB)

A criterion-referenced test for a beginning archery class was developed and evaluated. Techniques for estimating test validity and reliability were applied to data. A method developed by R. A. Burk (1976) was used to establish a cutoff score that would distinguish between those mastering the class and nonmasters. (Authors/PP)

Original thinking was examined in 142 middle- and lower-class children across a wide range of age (7-13 years) and intellectual ability (low average to gifted). The instruments were lenient and stringent solution-standard measures of original problem solving and two subtests of the Wechsler Intelligence Scale for Children. (Author/PN)

This investigation attempts to determine if the congruity in textbook-test content varies as a function of different styles of textbook use. Across all standardized tests, instructional validity of the five styles of textbook use was far lower for the management-by-objectives model than for any other styles. (Author/PN)

Investigated the predictive value of the high school level battery of tests of General Educational Development (GED) for two-year college academic performance, using a sample of GED freshmen (N=300). The GED proved to be a valid predictor of first semester grade point average. (Author/JAC)

Provided data on construct validity for the abuse and lie scales of the Child Abuse Potential Inventory using a sample of college students (N=176). Results confirmed additional validity for the abuse scale which measured inability to adapt. Validity for the lie scale was provided by its positive relationship to other scales. (Author/JAC)