To examine the concurrent and construct validity of the Slingerland Screening Tests (SST) for Children with Specific Language Disability in the assessment of learning disabilities, 382 children in grades 1 through 4 were given both the SST and an IQ test. The SST errors were significantly negatively correlated with IQ scores. (Author)

Investigated the validity of the Luria-Nebraska Intellectual Processes Scale (IPS) as a substitute for the Wechsler Adult Intelligence Scale (WAIS). IPS scores were correlated with the three WAIS IQs, and regression equations were computed to obtain estimated Verbal IQ, Performance IQ, and Full Scale IQ. (Author)

The strengths of the scales were concentrated in the areas of domain and construct validity, weaknesses in the areas of discriminant validity, interobserver reliability, and decision-making reliability. (DB)

The pattern of correlations between subtests suggests that several of the aptitudes are of doubtful validity. In no case was it possible to extract more than three adequately determined factors. (Author)

Explains how achievement tests developed to counteract the inexact nature of the assessment process. Points out common fallacies in interpreting test results and suggests how test results can be more constructively viewed. (DB)

Discusses the cultural limits to certainty of measurement and assessment claims about reading and examines some examples of classroom reading lessons. (Author/MLF)

The scores of elementary school students on the Quick Test were compared with scores on the Full Scale Wechsler Intelligence Scale for Children-Revised. The relationship between the two tests varied significantly with age and intelligence levels. (Author/CP)

Remmers' Attitude toward Any Practice Scale was used to measure undergraduates' attitudes toward recycling, gambling, and keeping a pet. Ambivalence scores, in addition to traditional attitude scores, were obtained. The coefficients of concurrent validity were considerably higher for respondents who scored low in ambivalence. (Author/BW)

Because teachers' oral directions for group achievement tests assume that children understand numerous basic concepts, the construct validity of subtests assessing abilities other than language is questionable. Implications for teacher administration of primary level tests and suggestions for future test construction are described. (JD)

Discusses evaluation of tests both in terms of their measurement properties and their potential social consequences. Presents a model for evaluating test validity based on empirical evidence as well as on ethical decisions. Stresses the importance of construct validity as a rational foundation for test predictiveness and relevance; and the…

The goal state of the intimacy motive was defined as experiencing a warm, close, and communicative exchange with another person. Subjects scoring high on the intimacy motive were rated by friends as more "warm,""natural,""sincere," and "loving," and less "dominant,""outspoken," and…

Criterion-referencing is a way to enhance the interpretation of test scores by referencing them to well-defined behavior domains. Behavior domains may be ordered or unordered; several varieties of criterion-referenced tests within each of these types are discussed. (Author/RL)

Four recent factor analytic studies of the Litwin and Stringer Organizational Climate Questionnaire (LSOCQ) are compared. Although there is somewhat more intra- than inter-organizational replicability of factors, both comparisons raise considerable doubt about the validity of the Litwin and Stringer instrument. (Author)

Integrates a review of Rotter's theory with an analysis of the design and development of locus of control scales, and tests the reliability and validity of an abbreviated version of Rotter's Locus of Control Scale which provides practitioners with an instrument less confusing than other locus of control scales. (Author)

The Visual Aural Digit Span Test (VADS Test), developed and standardized as a diagnostic test for learning disabilities in kindergarten to sixth grade, was adopted for use with seventh graders. An investigation of the relationship between the VADS Test scores and reading achievement showed the validity of the test for middle school pupils. (Author)