Under realistic individual testing conditions there is consistency between the factor structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R) with Anglo and bilingual Mexican American children. This investigation failed to indicate any unfairness to the Mexican American child on the WISC-R. (Author)

University faculty responding to the Faculty Orientation Toward Grading Inventory expressed a norm-referenced orientation; community college faculty expressed a self-referenced orientation. Four year college faculty unexpectedly least favored grading overall. A fourth attitude construct, criterion-referenced grading, was not found to be valid.…

This research was concerned with the significance of class size, class level, and core v noncore sections of classes in instructor evaluation at a major state university. High evaluations were associated with small, noncore, undergraduate classes. (Author/CP)

Results revealed significant differences among elementary school teachers grouped by teaching experience, degree level, number of reading courses, and grade level taught. All differences supported the construct validity of the Inventory of Teacher Knowledge of Reading. Internal consistency reliability was estimated at .91. (Author)

Evidence is presented partially supporting the reliability and construct validity of the Coopersmith Self-Esteem Inventory with Filipino adolescent girls. A test-retest coefficient of 0.61 was found over a nine-month period. Self-esteem scores were significantly associated with IQ scores and teacher ratings of pupils' self-esteem. (Author/BW)

Discusses a publication on the technical adequacy of tests used in simulated decison making. Suggests the use of poor diagnostic instruments can incorrectly influence a multidisciplinary team making student placement decisions. Authors respond to Wright's criticism. (JAC)

Analyzes the ABIC using data on elementary children across racial and social lines. On item difficulty, scores are higher for middle-SES, older, first- or second-born children, and from families whose structures are more typical. ABIC-achievement correlations generally are too low to be of value. (Author)

The behavior of preadolescent males was rated by two teachers using the Devereux Child Behavior Rating Scale. Interrater teacher reliability estimates were not significantly different than those reported with mental health professionals, but differentiated significantly between diagnostic categories. (Author)

Describes the development of a 13-item self-report Affective Communication Test (ACT) and reports on studies showing the ACT to be a reliable and valid measure of individual differences in expressiveness or "charisma." (Author/SS)

This article discusses some of the technical aspects of competency testing with attention to the psychometric and decision theory aspects, specifically, instrument validity, the establishment of cutting scores, and the cost-benefit analysis of program decisions. (Author/SJL)

This study was conducted to determine if an operational performance evaluation was valid and feasible for an area of small engine instruction. Four classes were evaluated using both a pencil-and-paper test and an operational performance test. One of the findings was that a positive relationship exists between student scores on the two tests. (LRA)

A scale measuring attitude toward physical education was developed for elementary school children in grades 4 to 7. Correlation between scores obtained on the scale and a self-rating produced coefficients ranging from .22 to .82. Reliability ranged from .57 to .81. No significant difference was found between sexes. (Author/GDC)

Compares seven reading expectancy formulae after converting each to stanines to determine whether the more stabilized formulae would produce similar decisions as to whether a student should be referred for further diagnosis. (FL)

Commonly used standardized intelligence scales are free from the inherent flaws that allegedly result in discriminatory assessment. Issues of internal validity, predictive validity, and examiner effects are discussed. (Author/JKS)

The author's response to H. Reed's paper (EC 115 148) on the nature of the relationship between biological defects and educational attitude and achievement refutes the relevance of biological knowledge to education, and contends the neuropsychological test data are of doubtful validity and may work against the academic interests of the student.…