The purpose of this research was to recommend an item bias procedure when the number of minority examinees is too small to use preferred three-parameter item response theory (IRT) methods. The chi-square, Angoff delta-plot, and pseudo-IRT indices were compared with both real and simulated data. (Author/DWH)

The paper presented evidence of the criterion related validity of several Comprehensive Ability Battery (CAB) tests relative to criterion variables representing first year college achievement. Information regarding the criterion related validity of nontraditional tests of the CAB reflecting divergent production hypothesized to be associated with…

Reports findings of a study that examined the extent to which the variability observed in reading levels of common junior high textbooks was also present in four popular high school social studies texts. (FL)

While controlling for overall intellectual level, this study assessed the interpersonal problem-solving skills of 150 families via written tests and behavioral performances. Interrelationships between written and behavioral interpersonal cognitive problem-solving skills were examined, as were the relationships of each problem-solving measure to…

Tested the correspondence of interests of Spanish-speaking clients to Holland's theory using the English and Spanish versions of the Strong-Campbell Interest Inventory administered to 94 bilingual Hispanic high school students. Results suggested that the two forms of the inventory correlated .79, and supported Holland's (1973) structure of…

The construct validity of the Sequential Processing, Simultaneous Processing and Achievement scales of the Kaufman Assessment Battery for Children was supported by factor-analytic investigations of a representative national stratified sample of 2,000 children. Correlations provided insight into the relationship of sequential/simultaneous…

Argues that the Degrees of Reading Power test is not a valid tool for its main purpose, matching students to appropriate texts, because the test's units of text difficulty are not uniformly comparable to the test's units used to reflect a reader's ability. (HOD)

Explains significant but accounted for factors that affected the validity of the Degrees of Reading Power Test. (HOD)

Considers the extent to which a testing task can be made authentic so that it constitutes an example of normal and natural language behavior on the part of both examiner and candidate. Also considers the effects on test validity and the correct interpretation of test results if a test cannot be made authentic. (SED)

Examined the Academic Comfort (AC) Scale of the Strong-Campbell Interest Inventory and its relationship to academic level, performance, and aspirations. Results from occupational criteria samples and a student survey indicated the AC scale is moderately correlated with grade point average and strongly related to attained educational level. (BH)

The 15 components used for assessment in an introductory psychology course were examined to determine their relative value as predictors of overall performance. Multiple-choice tests were consistently found to be more effective than essay examinations, but arguments are presented for the retention of essays, with suggestions for their improvement.…

The validity of the Pearson-Johnson taxonomy is supported by the finding that the most correct answers was obtained on the textually explicit scale while the least correct answers occurred on the scriptally implicit scale. (FL)

Teachers need to develop more effective test-making skills especially on items that test higher-order thinking skills. A reexamination of preservice measurement courses and a thorough critique of inservice and testing activities at the school district and classroom level are suggested. (DF)

A random sample (n=50) of a school district's total grade level was evaluated in kindergarten, then in first grade using a comprehensive battery of assessments. Data were interpreted to support the Battelle Developmental Inventory as a valid multifactored assessment for use with both handicapped and nonhandicapped young children. (Author/BS)

Johns Hopkins University has abandoned use of the Medical College Admission Test as a medical college admissions requirement in an effort to reestablish the validity of humanities in medical students' educational background and is encouraging other medical schools to make the test optional and underscore their support of general education. (MSE)