A report on the development, implementation, and evaluation of an inexpensive support system providing for file maintenance, administration and scoring of tests, and feedback to the instructor. (Author)

The confusion between content validity and construct validity runs rampant in psychology today. Possibly nothing has highlighted this confusion so much as the various efforts to develop guidelines on test validation. Defines content and construct validity and attempts to provide some guidelines to clarify the conten-construct problem. (Author/RK)

Suggests some practical testing skills needed by the classroom teacher. (Author/RK)

Separate-sex norms are no longer applicable for the interpretation of aptitude test scores. The Differential Aptitude Tests must adopt combined-sex norms in order to remain as an effective measurement and counseling instrument. (Author)

In the present study, students were able to correctly assess the triviality of generalized interpretations when asked to make that judgment. Thus, the student or client can provide valuable feedback to the clinician about his or her personality interpretations if the proper questions are asked. (Author)

A critical review is presented of research conducted during the past 20 years on multiple-choice tests of achievement and aptitude. The design and use of multiple-choice tests is emphasized, but information concerning the socioeducational implications of relying on such tests is also included. (Author/CB)

Assessed validity of the Personality Inventory for Children (PIC) using the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wide Range Achievement Test (WRAT) as criterion instruments. The cognitive triad of the PIC was minimally correlated with all intelligence quotient measures and significantly correlated only for reading and…

The study examined the ability of Kaufman's (1979) profile analysis procedure with the WISC-R (Wechsler Intelligence Scale for Children-Revised) to discriminate learning disabled (LD) from non-LD children. A discriminant analysis of data on 279 children resulted in low classification accuracy, suggesting limited diagnostic utility of Kaufman's…

Notes the problem that comprehension questions that claim to assess students' skills in finding main ideas may in fact be measuring their knowledge of identifying the topic of a passage. (JC)

Reviews literature on the use of content validity to establish the job-relatedness of assessment centers. Attempts to show that content validity requires more than the careful construction of stimulus materials, how these stimulus materials are presented to candidates and how responses to these stimuli are evaluated are also critical…

The advantages of a rule assessment approach to interpreting achievement test results were demonstrated using an S-P chart with coded error types. The problems of similar total test scores resulting from completely different misapprehensions, as well as correct answers resulting from incorrect rules of operation, were addressed using simulated…

A study correlating Nelson-Denny Reading Test scores with American College Testing Program Assessments (ACT) indicates that reading skill can be predicted accurately from the ACT social studies reading and English usage subtests. (MSE)

Compared quality of counselors' written evaluations following an initial interview with clients. Results indicated quality of intake evaluations was lower for vocational than for personal problems. Counselors' interest in doing intakes, studying the results of interest inventories, and doing vocational and personal counseling related to the…

A recommendation to renorm the Bayley Scales of Infant Development is based on (1) high scores obtained on infants in rural North Carolina (N=305); (2) published means for other samples of infants born in the 1970s; (3) recent age placement revisions of items on the Gesell Developmental Examination. (Author/JW)

A unified framework for validating criterion-referenced test (CRT) interpretation is proposed. Using functional literacy as an illustration, the instructional outcomes assessed are called achievement constructs, and described in psychological and behavioral terms. The proposed construct validation methods can yield tests more closely linked to…