Reviews the reading sections of the Metropolitan Achievement Tests and offers recommendations for their use. (FL)

The predictive ability of 10 developmental variables measured at age five to predict academic achievement at the end of first grade was studied with 40 Head Start children. (Author)

Two types of questionnaire formats' measuring leadership variables were examined: one with items measuring the same dimensions grouped together and the second with items measuring the same dimensions distributed randomly. The random condition showed superior convergent and discriminant validity, as assessed by multitrait-multimethod and analysis…

In support of the construct validity of the revised scale, a high correlation was observed between the revised Children's Manifest Anxiety Scale (CMAS) and the trait anxiety inventory, whereas there was no significant correlation with the state anxiety inventory. (Author)

A comprehensive overview of the beginnings of attitude measurement is merged with a discussion of recent developments. A synthesis of new research on technical issues related to the reliability and validity of attitude measures and contemporary views on attitude formation and change are presented. (Author)

Concludes that an objective pretest that evaluates basic skills will, in a high percentage of cases, predict student achievement in a business communications course. (FL)

Argues that the concept of difficult temperament does not yet have enough empirical basis to justify its use for practical purposes. Suggests that the concept possesses enough construct validity to justify further research, particularly when temperamental differences are seen as a parent's perception rather than solely as a child's characteristic.…

High- and low-visualizing males, identified by the self-report VVIQ, participated in a memory experiment involving abstract words, concrete words, and pictures. High-visualizers were superior on all items in short-term recall but superior only on pictures in long-term recall, supporting the VVIQ's validity. (Author/SJL)

Twenty-seven multiply handicapped cerebral palsied preschool children were administered the Preschool Attainment Record, The Vineland Maturity Scale, and the Gesell Developmental Schedules in order to assess concurrent validity on the first measure. Significant correlations were obtained among the three measures. (Author/JKS)

New validational data is presented on the author's 8-item individual modernity scale. The scale appears to have acceptable convergent and discriminant validity. Interviewer's Q sort and adjectival descriptions stressed independence and breadth of interests for high-scorers versus conventionality and narrowness of interests for low-scorers. (MV)

Competency tests may be invalid because people have different kinds of problems. In addition, these tests do not measure the competency of people who solve problems in unorthodox ways. (LS)

Standardized tests of writing fail to measure what they say they measure, to measure what should be measured, and to provide information to guide teachers. There are other ways to obtain comprehensive and reliable descriptions of writing performance. (Author/LS)

Discusses results of the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS), which examined the use of educational technology. Topics include validity and interpretation of results; and what needs to change about how technology is used in education, including adding technology…

The Self Directed Search-Easy and a version back translated from Spanish to English were completed by 145 undergraduates. Back-translation scale scores were a significantly better fit for Holland's model. The model fit the scores of men better than women. (SK)

Developed and validated the Ideal Mentor Scale (IMS), a new measure designed to help graduate students consider the qualities they as individuals most value in a potential mentor. Found that two universal qualities were central to students' definitions of a mentor: communication skills and provision of feedback. Three individual differences…