A Music Education Competency Test (MECT) was developed to gauge proficiency in selected singing, conducting, keyboard, and rehearsal skills. Three validity studies with 125 University of Illinois undergraduates examined MECT scores in relation to students' grades and compared students' scores by major emphasis (piano, voice, orchestral…

A study with Mexican-American children showed the internal consistency reliability coefficients for the Wide Range Achievement Test (WRAT) were high and comparable to those reported in the WRAT manual. A high relationship was found between WRAT and Metropolitan Achievement Test scores. WRAT meets reliability and validity requirements with Mexican…

Reviews research on two approaches to learning-style-based education and cautions readers to closely examine the various assertions made by researchers in this field. (WD)

Correlations of WPPSI IQs with concurrently administered subtests from the WRAT were compared with analogous WISC-R/WRAT correlations in a group of children referred by regular classroom teachers for school psychological services. Results support the use of the two instruments as equivalent predictors of achievement. (Author)

Teachers need valid information to judge the types of programs, instruction, and colleges best suited to students. Teachers appear to support the use of standardized tests to provides some of that information. Abolishing such tests may lead to dependence on more subjective measures, resulting in inequities in placement and selection. (FG)

Reveals that the "Classroom Reading Inventory" is the most passage independent of three informal reading inventories administered to fourth grade students. Shows that the general information, vocabulary meaning, and affective question categories tended to be particularly passage independent. (FL)

The study revealed that responses of original and current normative populations had significantly changed on the Rucker-Gable Education Programming Scale, a measure of attitudes and knowledge regarding placement of handicapped students. In addition, a significant difference was found between responses made by the normative sample and public school…

The Parent as a Teacher Inventory (PAAT) was administered to 30 Mexican-American parent pairs to assess child rearing expectations. Scores were correlated to income, family size, parental sex, parental education, and parent accessibility to the child. Consonance of observed behaviors with PAAT responses indicated an acceptable instrument validity.…

Explores need for development of validation and certification procedures. Performance measures used for these procedures must come from on-job experiences. Validity of measures depends on similarity of participant's performance to job exercises. Outlines how to develop reliable job performance measures necessary for job certification and…

Scores on the WISC-R and the AAMD Adaptive Behavior Scale, Part I, Public School Version, were obtained for elementary school children referred for psychological services. Some adaptive behavior scores differentiated among children classified as EMR, slow-learners, or average intelligence. (Author)

Three properties of the Test of the Hierarchy of Inductive Knowledge (THINK)--that the levels of social competence assessed are cumulative/hierarchical, age-dependent, and related to criterion estimates of behavior--were tested with 120 educable mentally retarded children (ages 9-14 years). (Author/DLS)

Focuses primarily on summative evaluation of library-use instruction programs, using the development and results of a systematic assessment of such a program at DePauw University. Tabulated statistics and the evaluation instrument are provided. (Author/JD)

Assessed test bias on the Wechsler Intelligence Test for Children-Revised (WISC-R) and Bender-Gestalt. On the Bender, evidence of bias was infrequent and irregular. On the WISC-R, group differences were most discernible for age, sex, family structure, and race. Consistent patterns of bias were not apparent among comparison groups. (Author)

Two methodological problems often arising in dyslexia research are considered. The first problem concerns the validity of experimental measures and the related problem of interpreting null results. The second problem involves the effects of sampling from a disabled population if the disorder under investigation has multiple unknown origins.…

Discusses the concept of communicative competence in second language learning and various models for testing this skill. (AM)