Discusses the advantages and disadvantages of oral examinations of advanced degree candidates. Looks at examiners' attitudes and the kinds of questions which should be asked. Suggests that a fair oral examination ought to include factual as well as nonfactual questions and argues that many factual questions can be justified. (SED)

Impression marking of English Language essay and summary questions by pairs of examiners is shown, as expected, to be more reliable than single marking. Given the limited statistical information available, it is concluded that pairing of examiners can as well be done by random or quasi-random means as by attempts at calculated matching. (Editor/RK)

Investigates number of Rorschach responses given by male and female Ss to male and female Es. Results reveal male E-female S situation produces unique results. (EK)

Author suggests that the examiner experiences the same psychological and physical malaise evoked by anxiety that is felt by the student which may have something to do with today's student-teacher tension. (IR)

Examined the effects of race of examiner and level of mistrust of Whites on the Stanford-Binet performance of 105 Black elementary school children. The Black examiner-high mistrust group scored significantly higher than the White examiner-high mistrust group, and significantly higher than the Black examiner-low mistrust group. (WAS)

The school bank at Easton Middle School operated successfully as an educational experience until the state bank examiners closed it for violating banking laws. The process has become a "real life" education as school authorities and students work to change the law and open a "legal bank." (MD)

The effects of penmanship, complexity and accuracy of prose, length of answers, and use of quotations on marks awarded by English literature examiners were studied. The sex of students and examiners, untidiness, and prose complexity and accuracy were unrelated to grades. The results suggested that examiners avoid crediting students for…

Two senior GCE examiners re-marked photocopies of the same 200 GCE examination scripts, half still containing the marks and comments of the original examiners and half with these markings removed. Removing previous markings made a considerable difference to the extent of agreement between these sets of marks. (Editor/SJL)

Problems in the use of one-time external examiners to assess nursing students in clinical practice include overemphasis on individuals, lack of criterion referencing, input of clinical staff, halo effect, and cost. Continuous assessment, appropriately recorded, may be more satisfactory. (SK)

Caregivers (N=53) of dementia patients administered modified version of cognitive examination at home to their patients. Comparison between caregiver-administered and clinical examinations revealed high interrater reliability unaffected by caregiver age or education level. Reliable assessment of cognitive functioning by caregivers can provide…

The Joint Committee on Testing Practices has completed the "Code of Fair Testing Practices in Education," which is meant for the public and focuses on the proper use of tests in education--admissions, educational assessment and diagnosis, and student placement. The Code separately addresses test developers' and users' roles. (SLD)

Sixty-one examiners provided a rating of whether a significant change in performance of handicapped individuals occurred across the baseline and treatment phases of six graphs of hypothetical data from single-subject designs. Results revealed considerable interrater disagreement on four graphs, especially those involving change in variability or…

Examined the validity of the Adult Attachment Interview (AAI) measure by interviewing 83 mothers twice over 2 months, using different interviewers on each occasion. The results indicated that the reliability of the AAI classifications was quite high over time and across interviewers. The AAI classifications were independent of nonattachment…

Analyzed for examiner errors 55 Wide Range Achievement Test-Revised (WRAT-R) protocols completed by 9 practitioners for metropolitan school district. All practitioners made errors, which occurred on 95 percent of protocols and averaged 3.0 errors per protocol. Most frequent errors included failures to obtain correct ceiling or basal, and failures…