Analyses indicated that the poorer performance of learning disabled students on the Woodcock-Johnson Tests of Cognitive Ability, as compared to their performance on the Wechsler Intelligence Scale for Children-Revised, can be explained in terms of the kinds of behaviors sampled in the Woodcock-Johnson battery. (Author)

The intercorrelations among the 12 subtests of the WISC-R were analyzed for each of the 11 age groups in the standardization sample. Clusters were found that corresponded to the verbal and performance Scales. There was also some evidence of a third group of subtests, drawn from both scales. (Author/BW)

Competency tests may be invalid because people have different kinds of problems. In addition, these tests do not measure the competency of people who solve problems in unorthodox ways. (LS)

A study compared 10 visually impaired and 10 sighted girls on a discontinuous incremental treadmill test and found no significant difference between the peak oxygen intake of the 2 groups. The results indicate that visually impaired children can attain aerobic fitness levels similar to those of sighted children. (Author/CR)

Explores alternative empirical foundations of verbal and performance dichotomous constructs of Wechsler Intelligence Scales. Argues that Macmann and Barnett's position on the value of these constructs are based upon narrow interpretations of investigative results. Supports contention with IQ data from investigations of diverse populations. (CRR)

The cube imitation test was developed by Knox (1913) as a nonverbal test of intelligence. Many variants show satisfactory reliability, but performance is correlated both with Verbal IQ and with Performance IQ. Performance is impaired by cerebral lesions but unrelated to the side of lesion. Examinees describe both verbal and visuospatial…

During the past two decades, colleges and universities have used best practices from corporate management such as total quality management, strategic planning, management by objectives, benchmarking, data warehousing, and performance indicators. Many institutions of higher learning now have adopted comprehensive and multifaceted approaches to…

The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics preservice teachers' pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over…

Objective: The present study investigated the performance of Brazilian children in the Continuous Performance Test, CPT-II, and compared results to those of the norms obtained in the United States. Method: The U.S. norms were compared to those of a Brazilian sample composed of 6- to 11-year-olds separated into 4 age-groups (half boys) that…

As the field of education moves forward in the area of assessment, researchers have yet to come to a conclusion about definitions of commonly used terms. Without a consensus on the use of fundamental terms, it is difficult to engage in meaningful discourse within the field of assessment, as well as to conduct research on and communicate about best…

This paper examines the use of development centre methodology to measure the gap in performance for fieldwork staff in a social welfare organisation. The process follows the construction of a capability framework, a set of work-based simulations for participants and the use of a 360-degree instrument. These processes are combined to measure and…

Despite the current interest in many countries in assessing the principal's performance, stemming from the greater attention to educational reform and accountability, the empirical study of principal's appraisal has been slow to develop. This article was designed to fill partially this gap. Data was collected by semi-structured interviews of eight…

This directory represents the start of a research program directed towards the creation of a human abilities matrix which cross-references data on real world jobs, laboratory performance tasks, and human performance models. The matrix will use the "abilities requirements approach" as the unifying element among these three dimensions. The…

Four essential dimensions of a performance test are detailed: directness of test method, type of criterion, standardization of conditions, and objectivity of scoring. For simplicity these factors are described as if each were dichotomous, when in actuality each is a continuum; a test method may be more or less direct, conditions more or less…