Addresses issues of internal and external validity in the Miner et al. motivation to manage research. Discusses difficulties with the scoring manual, possible sex bias in the Miner Sentence Completion Scale, and the fact that Miner's thesis rests on comparisons with a single sample from a single university. (BH)

Past research has suggested memory, writing speed, and paired-associate learning rate to be important in WISC-R (Wechsler Intelligence Scale for Children Revised) coding performance. Suggested that visual perceptual factors also may be important and that coding performance in right-handed persons may be especially sensitive to integrity of the…

Reports a quasi-experimental study involving an objective test that was intentionally mis-scored on the copies of the exam returned to students. Results showed that not all perceived errors were reported and that the decision to report errors appeared dependent on whether reporting was to the benefit of the student. (Author/JDH)

Three professional associations, the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education, jointly adopted the new "Standards for Educational and Psychological Testing" in 1985. The relationship of these to earlier standards is reviewed, and implications…

The responses of 462 teachers, scored separately for frequency and intensity to 22 Maslach Burnout Inventory items, were intercorrelated and subjected to a principal factors solution followed by a varimax rotation. Empirical support was obtained for the hypothosized dimensions: emotional exhaustion; depersonalization; and personal accomplishment.

The effectiveness of the Coombs elimination procedure was evaluated with 29 college students enrolled in a statistics course. Five multiple-choice tests were employed and scored using the Coombs procedure. Results suggest that the Coombs procedure decreased guessing, and this effect increased over the grading period. (Author/LMO)

It is hypothesized that the readers of an essay respond to a variable in terms of its context with other variables. Sex, race, reader expectation, and quality of handwriting were crossed to study their interaction effects. Results showed complex interactions of expectations, writing, and sex within race. (Author/LMO)

Describes a method using age equivalents and standard scores to recreate the full range of variability in the scores of high-functioning individuals. The method allows for a more complete interpretation of performance that can lead to better educational and therapeutic programing. (Author/ABB)

A number of studies have found that essays are scored higher when preceded by poor quality scripts than when preceded by good quality scripts. This study investigated the effects of scoring procedures designed to reduce the influence of context. Context effects were found irrespective of the scoring procedure used. (Author/PN)

Test development procedures and six methods for determining cut-off scores are briefly described. An alternate method, appropriate when the test developer also determines the cut-off score, is suggested. Unlike other methods, the standard is set during the test development stage. Its computations are intelligible to nonstatistically-oriented…

The accuracy issues involved in detecting student writing skill deficiencies, factors to be dealt with or controlled, and procedural and statistical methods for controlling these factors are the focus of this article. The accuracy needed for effective instructional planning requires stability in writing assessment programs. (DWH)

FITNESSGRAM, a computerized program for scoring and reporting students' physical fitness status based on specific tests, has been a resounding success in the Tulsa, Oklahoma, public schools. The program provides feedback to students and permits evaluation of physical fitness efforts on a school-by-school basis. (PP)

Beginning in 1998, a state program called Reaching for Results began focusing on raising achievement for all Louisiana students. This program includes two different approaches: (1) teaching strategies that support students in meeting educational outcomes that will prepare them for life after school; and (2) assessments that evaluate student…

This report presents the national and state results of the National Assessment of Educational Progress (NAEP) assessment in reading, and compares them to results from assessments in 2003 and in the first year data were available, usually 1992. In 2005, nationally representive samples of more than 165,000 fourth-grade and 159,000 eighth-grade…

In this article, the author shares her experiences in teaching preservice and inservice teachers about differentiated teaching, a strategy that involves a student-centered classroom in which students are motivated and energized, focused on learning, and eager to meet challenges. These teachers, initially unsure how to turn theory into practice,…