The author discusses the significance of class rank and College Board scores in admissions. He also considers whether admissions committees realize that 90 per cent of the students in a certain high school enter college and if they consider these students if grades are replaced with in-depth evaluations. (Author/EK)

A specialty board departed from usual procedure and had three examiners give oral tests to each of forty-nine candidates for certification in three successive 40-minute periods. This analysis of the three independently assigned scores reveals inconsistencies that question the reliability of current certification testing procedures. (WM)

When determining criterion-referenced test length, problems of guessing are shown to be more serious than expected. A new method of scoring is presented that corrects for guessing without assuming that guessing is random. Empirical investigations of the procedure are examined. Test length can be substantially reduced. (Author/CM)

Examined and compared the validity of Friedman's Developmental Level (DL) and Exner's Developmental Quality (DQ) as measures of cognitive development in children (N=134). Results supported the convergent and discriminant validity of both DL and DQ. The DL and DQ were most strongly related to different types of cognitive ability. (JAC)

Examined whether scoring of Stanford-Binet test items might be influenced by the examiner's prior knowledge of subjects' ethnicity and IQ. Stanford-Binet protocols (N=36) of subjects from five to eight years old were divided into four groups and assigned four groups of examiners. Results suggested no bias. (Author/JAC)

Despite the 50 percent probability of a correctly guessed response, a multiple true-false examination should provide sufficient score variability for adequate discrimination without formula scoring. This scoring system directs examinees to respond to each item, with their scores based simply on the number of correct responses. (Author/CM)

Functional-level testing is fundamental to the evaluation models of the Elementary Secondary Education Act Title I Evaluation and Reporting System, although criteria for determining what is a functional-level test are unclear. Reliability and validity of test scores in the range of chance is at issue. (Author/RL)

Using criterion-referenced test item data collected in an empirical study, differences in item selection between Cox and Vargas' pretest-posttest validity index and a latent trait approach (evaluation of the item information function for the mastery score) are analyzed. (Author/GK)

Suggests that the Barrett-Lennard Relationship Inventory (RI) has many advantages as a measure of marital satisfaction. This article describes these advantages and the instrument itself: scoring, forms, and evidence for reliability and validity. Recommendations for using the RI to measure marital satisfaction are also discussed. (Author)

Evaluated the reliability and validity of objective scoring procedures on the Draw-A-Person Test. Subjects were mentally retarded persons, psychotics, and normals. Reliability estimates for both scales ranged from .42 to .78. Positive evidence indicates that overall quality does relate to overall level of psychological adjustment. (Author)

Elementary teacher candidates were pretested and posttested with the Graves Design Judgment Test. Of five approaches to analyzing change, only one, a transformation of posttest divided by pretest expressed in percentage, yielded significance. The hypothesis that a sculpture workshop and field experience would result in greater gains was not…

Two multitrait-multimethod studies were conducted to investigate the effects of two scoring formulas. The study demonstrates that tests of divergent thinking lack discriminant validity when scored in the usual manner. A percentage formula did enhance discriminant validity when originality ratings were subjectively determined. (Author/CTM)

Ratings of student performance for two essay questions rendered by professors of English and by professors in other disciplines were compared for reliability and concurrent validity. It was concluded that the reliability and validity of the ratings of the two groups were nearly comparable. (Author/BW)