Two studies examined the extent to which test takers use plausibility as a method for locating correct responses when guessing and the extent to which scores can be improved by teaching test takers this approach. Results confirm that this aspect of multiple choice items merits further consideration by test constructors. (Author/BW)

Describes the results of a two-year study to evaluate an assessment center. Results indicate that it is a valuable, valid, job-related instrument for the selection of school administrators. (Author/JM)

Reports the results of a study that examined the technical adequacy of three selected informal reading inventory procedures. (AEA)

Data from a study of 564 disturbed and 333 control Ss shows that all four summary scores of the IJR Behavior Checklist have moderately high validity as measures of the construct child/adolescent psychopathology. (Author/SW)

In an attempt to reinforce the directive role of evidence in current arguments over test coaching, this chapter summarizes research findings from studies of coaching for the Scholastic Aptitude Test in the context of a conceptual analysis of the meaning and likely import of the coachability of such ability tests. (Author/BW)

Reports the findings of a study of poor readers suggesting that specific types of miscues did not predict comprehension level. Proposes that comprehension performance might involve skills and processes not indicated by miscue analysis alone. (FL)

The distinctiveness of the subscale structure of an attitude instrument, the Test of Science-Related Attitudes (TOSRA), was examined. Factor analysis of the item correlation matrix obtained from student responses suggested that the seven subscales of the test were not distinct. (Author/GK)

This study was concerned with the measurement characteristics of an instrument which can be used to measure attitudes toward drug users and drug usage. Results suggest that the Drug Perception Scale is useful in measuring impacts representing important aspects of most drug education programs. (Author/GK)

Moderate correlations were observed between the grade point average and nonverbal battery IQ scores of the Lorge Thorndike Intelligence Test administered to 27 elementary school students representing 12 countries during their first semester at a private American school overseas. Reasons are cited for additional research needs in the United States…

Recorded war-related anxiety reactions observed over a two-year period at a Lebanese outpatient counseling clinic and constructed a 15-item Likert-type inventory. Found sex differences among 13 items as well as between total scores. The observed coefficients spoke well for the instrument's internal consistency. (Author)

Analyzed the Weigl-Goldstein-Scheerer Color-Form Test using a sample of Danish children. Distinguished three dimensions: configuration of sorting, verbalization of the sorting principle, and the flexibility of switching sorting principle. The three dimensions proved themselves to constitute the a-priori-defined gradients. Results indicated a…

Investigated validity of the Short Form Test of Academic Aptitude (SFTAA) as a predictor of Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale IQ. Tested junior-high students and found the WISC-R could be estimated satisfactorily from the SFTAA, which was shown to be a valid indicator of intelligence. (Author/JAC)

The Colombian version of the test met acceptable requirements of reliability and construct validity for use in cross-cultural research. Use of the back-translation method ensured equivalency of the Colombian and the English versions, and items in the Colombian version carried the same meaning as those in the original English version. (Author/CM)

Reports on a study in which passages from children's literature were prepared using cloze and presented to college and elementary school students. Reveals that neither group of students did well on the task. Questions the desirability of using cloze for matching readers to creative writing. (FL)

Finds further evidence of the close equivalence of scores derived from the Wechsler Intelligence Scale for Children (Revised) and the Stanford-Binet, but fails to support the practice of computing adjusted mental age scores. Subjects were (N=25) children in the bright normal range of intelligence. (JAC)