A brief survey of the mathematics involved in the theory of educational testing. (MM)

Paper reports on the patterns of heavy use of two drugs, marihuana and alcohol, in relation to a variety of demographic, social, and personal factors. (Author)

These results indicate that in deciding on the data-gathering design to be used in seeking norm information, attention should be given to item characteristics and test length with particular attention paid to the range of biserial correlations between item response and ability. (Author)

Fifth-grade students (n=154) were given the Group Embedded Figures Test. Distribution characteristics and sex differences were examined. Earlier norms developed for adult samples are substantially different from those of a sample of children. The norms presented here provide a guide for identification of field dependence in children. (Author)

A general framework for conducting generalizability analyses is presented. Generalizability theory is extended to situations in which the objects of measurement are not persons but other factors, such as instructional objectives, stages of learning, and treatments. (Author/PN)

The selection of textbooks used in content analysis to determine values taught to students is important. Only widely used texts must be analyzed. The samples of U.S. history texts used by Fitzgerald (1979) and Barth and Shermis (1980) in their studies were not representative of textbooks used in schools. (RM)

In a project to identify and verify professional competencies for beginning industrial education teachers, researchers found a 173-item questionnaire unwieldy. Using multiple-matrix sampling, they distributed subsets of items to respondents, resulting in adequate returns as well as duplication, postage, and time savings. (SK)

Describes the evolution of national educational assessment in the United States, its present stage of development, methodological and reporting problems, and approaches applicable to assessment data. Examines how proposed approaches can be applied in the California Assessment Program and in the National Assessment of Educational Progress. (MJL)

Evaluated the dyadic adjustment scale by reconsidering the factor structure of the scale and its subscales using a maximum likelihood, confirmatory factor-analysis procedure. Studied a new sample from the same geographical area. High reliability was confirmed for the overall scale. (Author)

The results of an experiment to determine the effects of questionnaire format, reminder format, and follow-up format on both response rate and response speed in a mail survey are reported. The study used a random sample of students in the six part-time degree programs at the University of Saskatchewan. (Author/MLW)

This study tests the degree of factor invariance and factor structure replicability of the Family Environment Interview Schedule. Samples of families from different locations were used. Four interpretable factors were derived. Evidence suggests that the four factor solution was invariant across both samples with an identical factor structure.…

The values and life-style preferences of 1978-79 university students are compared with those studied 30 years ago to determine whether university students' preferential rankings of C. Morris's "Ways to Live" (self-sufficient, carefree, etc.) have changed significantly. Possible reasons for differences between the generations are…