Describes a new system of aptitude and interest testing in relation to a psychologically meaningful structure of occupations. A variety of applications of the system are described, including an example of group assessment and occupational exploration for workers who were about to lose their jobs. (Author/JAC)

A natural experiment dramatically reveals that scores on a difficult standardized mathematics aptitude test predicts achievement in mathematics over a 2 or 3-year period considerably better than the judgment of the students' present mathematics teacher. (Author/AM)

In conventional practice, most educators and educational researchers score cognitive tests using a dichotomous right-wrong scoring system. Although simple and straightforward, this method does not take into consideration other factors, such as partial knowledge or guessing tendencies and abilities. This paper discusses alternative scoring models:…

There has been a long held perception that the field of mathematics is more appropriate for males than for females. The construct, mathematics as a male domain, has been considered a critical variable in explanations for females' under-representation in the most demanding mathematics subjects offered at school and higher education, and in related…

An earlier review by the author reported an aptitude-treatment interaction (ATI) relating instructional feedback and prior knowledge. For low prior knowledge learners, single-try feedback (STF) was slightly superior to multiple-try feedback (MTF), while for high prior knowledge learners, MTF was superior to STF. In the current report, raw score…

The author discusses three methodological obstacles to the effective measurement of career maturity. These are: (1) linear versus nonlinear time functions; (2) longitudinal versus cross-sectional developmental data collection designs; and (3) maturational versus error variance on the estimation of test-retest reliability. (RP)

Article focused on the inadequacies of the standard aptitude tests and examined the possibility of opening up new systems for evaluation, thereby easing the rigidities consequent upon over-reliance on any single test. (Author/RK)

Graduates and dropouts from six vocational training programs were compared on school record data and on responses to questionnaires. They did not differ significantly in age, level of education, high school completion, marital status, disabilities, or GATB score. Significant factors were: 1. whether vocational school offered student's first choice…

Lists the advantages that mastery learning has for students and some variables necessary to make mastery learning a reality. (Author/RK)

Paper presented at the 17th International Congress of Applied Psychology, Liege, Belgium, July 1971. (DD)

Children in kindergarten, second and third grades were rated by teachers in four areas of achievement: reading, quantitative, verbal, and listening. These ratings were compared with test results from the Otis-Lennon Model Mental Ability Test in order to evaluate the effectiveness of teacher ratings based on the complex rating scale. (Author)

Discusses the differences between formal education and a newer educational age, in which pluralistic models of schooling will be thoughtfully matched with pluralistic models of evaluation. (Author/RK)

Based on a paper given at the Fourth Annual Conference of the International Association of Teachers of English as a Foreign Language, London, England, December 29, 1970 to January 2, 1971. (RS)

Results suggest that familiarity may be a useful variable in Attribute X Treatment interaction research. (Author)