One major reason for the problems of test validation is an overemphasis on the need for empirical validity data, and a failure to recognize the primary importance of explicit verbal definitions of what the test is intended to measure and rational arguments in support of the means chosen for obtaining the measurement. (Author/LC)

In response to Ebel (TM 508 146) Gardner argues that neither intrinsic rational validity associated with ability tests nor a validity coefficient relating a test to performance as the sole information about validity is sufficient. All relevant data about a test and its functioning are essential in describing the validity of the test. (Author/LC)

Discusses the role and use of achievement tests with particular reference to industry. It describes concepts of validity and reliability, looks at problems, and generally gives helpful hints on use. Contains figures illustrating the process of developing instruction and an example of a simple performance test. (CT)

Assisted by a team of physicians and sports scientists, the United States Ski Team has developed its own sports medicine program, the purpose of which is to assist coaches and athletes in controlling and optimizing factors which influence skiing performance. A number of biomechanical research projects which have been undertaken as part of this…

Explains a procedure to avoid the detrimental biases of conventional self-reports of training outcomes. The evaluation format provided is a method for using statistical procedures to increase the accuracy of self-reports by overcoming response-shift-bias. (Author/MER)

Examined the short form and eight subtests of the Bruininks-Oseretsky Test of Motor Proficiency with a sample of preschoolers to assess its potential for discriminating among ages and between sexes and to see whether the short form accounted for a major portion of the variability of the complete battery. (Author/SJL)

Seven discriminant analyses were performed with significant group separation occurring for six of these. Classification analyses indicated that using the 10 major subtests produced accurate classification in approximately 71 percent of cases. Results were discussed in the light of previous research methodologies and the debate as to the…

The Cooperative School and College Ability Test (SCAT) was found to be the best overall predictor of cumulative grade point average and success in professional education courses. (MM)

Using student socioeconomic status, teacher training and experience, and school characteristic variables, analyzes 2 years of California's Academic Performance Index scores for 2 large urban districts. Finds strong evidence that this measure of school performance is largely driven by the socioeconomic conditions of the school. Teacher training and…

A raised-line form of the TONI (test of nonverbal intelligence), a graphic performance test, may effectively measure performance IQ of blind adults. Pilot studies show that while the tactile TONI may be too difficult for low-IQ adults, it may identify some kinds of learning disabilities and brain damage in adults with blindness. (Author/PB)

Offers some proven design tips, tools, and criteria for fashioning assessment tasks that are more enticing, feasible, and defensible. Typical tests tend to overassess student "knowledge" and underassess student "know-how with knowledge." Test designers should create authentic simulations rich in contextual detail, devise meaningful tasks, and…

Dissatisfied with mandated standardized assessment modes, an Illinois elementary school began an alternative assessment program incorporating Howard Gardner's theory of multiple intelligences. The assessment process became more meaningful through using learning experience forms and "portfolio evenings," in which children present their…