Reports both the development of a scale designed to measure the levels of respect offered by teachers to their students and the results of a study which indicate that it is possible to train raters to employ the scale reliably. (Author/JM)

Compared transactions in junior/senior high biology classes and indentified relationships between classroom conditions, lesson format, and instructional activities. Found instruction characterized by inquiry-oriented, laboratory-based learning led and guided by the teacher, with only medium dependence on the textbook. Also found the Structured…

Assesses Scientific Attitude Inventory (SAI) by examining the instrument and 30 studies in which it has been used. In addition, shows how conceptual analysis may be used to investigate validity of a research instrument. Indicates that SAI needs reworking since it is less than certain of what is being measured. (Author/JN)

Used paired comparison to construct a reading preference inventory based on 14 reading themes drawn from previous research. Tested it using intermediate-grade children in three Canadian communities. (FL)

Differences in ratings of the same instructor teaching the same course on two different occasions are related to differences in background characteristics: (1) higher levels of workload/difficulty, (2) higher expected grades, and (3) instructor experience. (PN)

Looks at cloze scores for students at two different schooling stages--grade 5 and grade 10--on materials at their own grade level. Concludes that the cloze score of approximately 40 percent currently used to judge reading ability at all grade levels is not stringent enough for higher grade levels. (FL)

Reliability, validity, and standards-setting procedure for a criterion-referenced test (Test of Metric Skills) were examined for use in science curricula. Results indicate a number of factors influencing test reliability/validity and that science teachers need to be aware of these factors to enhance accuracy of their judgments. (Author/JN)

Investigates differences in attitudes toward children and parents among nursery nurses and teachers in three combined nursery centers, three nursery schools, and six day nurseries. Differences between the professional groups were found. (RH)

A closed sequential procedure for estimating true score is proposed for use with answer-until-correct tests. The accuracy of determining true score is the same as in conventional sequential solutions, but the possibility of using an unnecessarily large number of items is eliminated. (Author/CM)

Developed a brief behavior rating scale consisting of 28 items divided into seven categories for use in a school setting. Test validity was based upon the successful discrimination between neurologically impaired, socially maladjusted, emotionally handicapped, and normal children. (Author)

Several methodological problems (particularly the assumed bipolarity of scales, instructions regarding use of the midpoint, and concept-scale interaction) which may contribute to a lack of precision in the semantic differential technique were investigated. Results generally supported the use of the semantic differential. (Author/JKS)

Five contributors identify essential means for the college to assure high standards, quality control, and consistency in assessing the prior learning of adults. Types of learning include work or military experience and life experience; assessment methods include examination, portfolio examination, and competence-based programs. (Author/MSE)

The Dental Aptitude Test (DAT) in Canada and the Dental Admission Test (DAT) in the United States are discussed. A history of the DAT, its composition, underlying concepts, and the problems of validation and guidelines for its uses are presented. A review of the literature is provided. (Author/MLW)

Arguments and prejudices against the use of individually administered intelligence tests are considered and compared with possible values that may be obtained. Cautions about test score interpretation are discussed. Implications of abolishing intelligence testing are considered and recommendations for effective testing policies are presented. (CTM)

Coded, as opposed to free response items, in a multiple choice physiology test had a cueing effect which raised students' scores, especially for lower achievers. Reliability of coded items was also lower. Item format and scoring method had an effect on test results. (GDC)