Subjecting the comprehension passages of the Gates-McGinitie Reading Test to readability analysis using a multiformula computer program revealed that the instrument can best be used for making comparisons between groups using the same test forms and levels in the same sequence. (FL)

Describes the Mathematics Anxiety Rating Scale for Adolescents (MARS-A). Discusses psychometric data that relate to reliability and construct validity of the MARS-A scale. Results showed the association between high mathematics anxiety scale scores and low grade average in mathematics courses reported on two samples of students. (Author/JAC)

Analyzed the reliability, abnormality, and validity of Verbal Performance discrepancy scores on the WISC-R in relation to clinical decision making about learning disabilities. Suggests the information of greatest value seems to be the magnitude of the discrepancy that is both reliable and valid for learning-disabled children. (Author)

Obtained normative data from 305 children on a Coding Recall Measure adapted from the WISC-R. Although coding recall has face validity as a visual memory measure, there are some contradictions to such clinical use in view of possible lack of representativeness of the sample and limited reliability and validity. (Author/JAC)

Eight social work schools gave the Virginia State Merit System test for social workers to majors and nonmajors. Significant differences were found in the results among schools but little difference between majors and nonmajors. Questions are raised about the test's validity and schools are urged to review the results. (MSE)

Data from test instruments developed to measure student progress in a decision-making approach to values education suggest that either current methods of decision-making instruction are ineffective or that the adolescent years are a stagnant period for growth in this domain. (Author/CM)

Determined the degree to which classification of students (N=512) as formal or concrete based on three Inhelder tasks administered by clinical interview method was mirrored by Longeot and Karplus-Lawson-Renner (KLR) classifications. Results indicate that Longeot and KLR differentiate between concrete/formal operations and are discussed from…

Discusses the meaning of intelligence, the social functions that tests serve, the appropriate use of personality tests, controversies regarding IQ measurement, minimum competency testing, test disclosure, test bias, and "truth in testing." Stresses that testing is as much a social and political issue as it is an issue of scientific measurement.…

Examines existing analyses of the Bem Sex-Role Inventory and further investigates the psychometric adequacy of the instrument. Proposes a revision with 10 items each measuring masculinity and femininity. (PD)

Evidence suggests that the Scholastic Aptitude Test (SAT), in combination with high school grades, is a good predictor of college success for students from different ethnic groups and income levels. Although legislation stemming from the Nader investigation of the Educational Testing Service purports to protect consumers, it may actually work…

Describes the development of the College Freshman Adjustment Scale (CFAS) which enables deans and counselors to pinpoint quickly those areas of college life which may be generative of the problems college freshmen may experience. The CFAS was developed for two general areas: personal-social adjustment and academic adjustment. (Author/RC)

Examined the relationship between Wechsler Intelligence Scale for Children scatter and school competence measures for 101 boys at risk for psychiatric disorder. Results suggested that the mean scatter variable is significantly higher in the high-risk group than in the intelligence test standardization sample. (Author)

Wechsler Intelligence Scale for Children (Revised) (WISC-R) factor structures were compared for learning disabled Navajo and Papago children. Results support the validity of the WISC-R as a measure of general intellectual functioning, and verbal and performance aspects for both groups, indicating its appropriateness for diverse groups of children.…

Represents a collection of normative data for the survey of reading attitudes using a sample of (N=90) inner city remedial readers. Reliability estimates for Expressed Reading Difficulty and Reading as Enjoyment justify their use in making inferences about students. Lowest reliability was for Alternative Learning Modes. (JAC)

Tested four repeated measures approaches to assessment for their relationship to intelligence test scores, teacher ratings, and two criterion-referenced measures. Tested (N=114) kindergarteners. Results showed last-day scores generally improved predictability over first-day scores, but this improvement was not statistically significant.…