Discusses the three vital factors upon which information derived from an evaluation instrument depends: (1) the criteria by which teaching performance is judged, (2) the reliability and validity of the acquired data, and (3) the comparison of the evidence against the criteria. (Author/EA)

Findings cast doubt on the overall utility of the CMAS with retarded children. (MB)

A validity study of the OCD Questionnaire instrument for assessing organizational climate in the schools concludes that (1) the prototypic profile is not useful, and (2) subtests of the OCDQ tap and measure important aspects of the organizational climate of secondary schools. (Author)

Paper reports on the use of a technique of item writing and item keying in personality scale construction which overcomes the drawbacks, while maximizing the advantages of unit response weighting. (Author)

Author replies to article TM 500 559. (MB)

Of an original 79 BVMGT scoring systems, 62 were capable of significantly differentiating between the performance of emotionally handicapped and neurologically handicapped subjects compared with a random sample of Children grouped by age. The 62 items can be employed by psychologists for an objective appraisal of performance of the BVMGT. (Author)

Approximations were compared with exact statistics obtained on 85 different classroom tests constructed and administered by professors in a variety of fields; means and standard deviation of the resulting differences supported the use of approximations in practical situations. (Author)