Four components of reading speed were identified, and a measure of the first component, reading speed of known vocabulary, was investigated on a mixed sample of 84 boys (6 to 14 years old), which included a high proportion of retarded readers. (Author/GW)

Test is designed to provide an estimate of the elementary teacher's ability to write behavioral objectives. (Author)

A reliability coefficient for criterion-referenced tests is developed from the assumptions of classical test theory. The coefficient is based on deviations of scores from the criterion score, rather than from the mean. (Author/CK)

An alternative interpretation of Livingston's reliability coefficient (see TM 500 487) is based on the notion of the relation of the size of the reliability coefficient to the range of talent. (Author/CK)

The generalizability theory approach to the estimation of reliability is outlined, and a design is developed in which systematic variations in behavior over differing situations are separated from random fluctuation. Three coefficients of reliability are proposed. (CK)

Correlations among motor, visual, auditory, and language subscales of a primary device, Yellow Brick Road, with subsequent academic achievement on the Comprehensive Tests of Basic Skills were moderate (.35 to .81). Comparisons of third-grade boys and girls on the screening device yielded little difference. Implications for educational screening…

Based on data from classes of 23 instructors in two institutions, it was concluded that specific items on an appraisal-of-instruction inventory probably do not influence students' global appraisals of instruction. If true, this conclusion has important implications for use of such inventories in appraising the effectiveness of college instruction.…

A Monte Carlo design examined how the effects of guessing and item dependence influence test characteristics and student scores. Although validity for cloze variants was high, multiple-choice cloze had significantly lower reliabilities than did true score equivalents. (Author/PN)

Some little-understood facts about standardized test scores and how they are reported and interpreted are explained. In particular, the practice of score equating ensures that different test forms have comparable scoring. This and other practices are designed to enhance the equity of testing. (MSE)

In a study of the reliability of evaluation of laboratory techniques by recent dental graduates versus faculty, wide variance was found in student evaluations. However, faculty evaluations were consistent with each other only 40 percent of the time. Questions are raised about the general system of preclinical evaluation. (MSE)