Student ratings of teaching are suggested as useful for: (1) improving teaching, (2) providing data relevant to judgment about teaching effectiveness, (3) aiding student choice of course and instructor, and (4) stimulating student thoughts about education. Student ratings should not be used as the single measure of teaching. (MLW)

Investigates ego development in 32 lower-class and lower-middle class Black students at the sixth and twelfth grade levels. Ego development was measured by the Washington University Sentence Completion Test (WU-SCT). (Author/SS)

Two tests of cognitive development, the Cartoon Conservation Scales, Levels I and II, were designed to measure Piagetian stage-related constructs for children of different age groups. The tests were factor analyzed within age levels and were also analyzed using scalogram and tabular methods to test sequential hypotheses. (Author/CTM)

Reports that the Estes Attitude Scale suffers from the influence of cultural biases that make it inadequate to measure attitude about reading among low-income, Black students in grades three through seven in the rural southern United States. (FL)

The Springs task, an individually administered measure of ability to criticize and control experiments, is described. The task has characteristics similar to Inhelder and Piaget's Bending Rods task; it yields scores on naming variables, controlling variables, and analyzing experiments. (See also RIE: ED 163 092.) (JKS)

A liberal interpretation of Section 151 of Public Law 93-380, to implement effective local evaluation of Title I programs, is supported. Weaknesses are cited: (1) nationwide impact data, (2) unsound aggregation of Title I achievement gains, and (3) lack of consideration of alternative evaluation methods. (MH)

The development and validation of three instruments for the multidimensional assessment of a child's classroom behavior are described. The multidimensional nature, internal consistency, and test-retest properties of scales depicting teacher-, peer-, and self-rated behavior are explicated. Principal-components analyses demonstrate the convergent…

A Barnum group rated the personal accuracies of a list of personality inventory items and then an equivalent list of bogus feedback. The correlation between their inventory and feedback ratings was highly significant. Variables influencing inventory responding exerted an equal influence upon feedback acceptance. (Author/GDC)

Discusses a study designed to verify the validity and effectiveness of the summary as a teaching and testing tool. The subjects were Italian students enrolled in second year French at the university level. (CFM)

This study provides validity information for the Test of English as a Foreign Language (TOEFL) by examining some of its inter- and intra-test correlates. (CFM)

Describes a study which utilizes Holland's model of vocational choice as a construct to evaluate health related professions student personality types. Professional areas examined are occupational and physical therapy health workers and medical technologists. (LAS)

The U. S. Employment Service conducts a test-research program for developing testing tools useful in vocational counseling. This article outlines the organization, underlying concepts, accomplishments, and current efforts of the test-research program. (Author)

Examines various language learning background variables in relationship to rate of learning progress through an intensive English program. Findings reveal that entry proficiency variables were most effective when predicting high and low success category, but language learning background variables were most effective when predicting medium success.…

Describes the use of portfolio assessment in preservice teacher education, specifically elementary science methods courses. Presents both theoretical and practical considerations relative to ensuring the highest possible levels of validity. Includes a set of practical validation focus questions and comments from student portfolios. Contains 33…

Maintains that intelligence tests contribute little to the planning, implementation, and evaluation of instructional interventions for children. Suggests that intelligence tests are not useful in making differential diagnostic and classification determinations for children with mild learning problems and that such testing is not a cost-beneficial…