The review of the Test of Written Language-2 (TOWL-2) raises concerns about alternate forms reliability, subtest reliability, content validity, and omissions. It concludes that the TOWL-2 is an expanded and greatly modified version of the original test but may not be appropriate for identifying a student's specific writing problems. (DB)

Practices surrounding the assessment and retention of young children have been driven by: (1) mandates and symbolic messages from policymakers and the public; and (2) educators' coping behaviors and supporting beliefs. The time has come to devise and test alternative ways to enhance young children's success at school. Includes seven references.…

This investigation compared the Peabody Individual Achievement Test and the Woodcock Reading Mastery Test scores of 131 children in grades 1-8, in order to determine whether findings of lower Woodcock scores are equally robust for each level. Differences in validity coefficients decreased from earlier to later grades. (Author/PB)

Describes the Child Abuse Potential Inventory and associated psychometric data. Discusses uses and misuses of the inventory, general test limitations, and screening instruments available to professionals concerned with child maltreatment. (RJC)

This paper demonstrates how an analysis of the "Standards for Educational and Psychological Testing" (1985) can define the body of knowledge needed by teachers for the effective use of tests in classroom instruction. Procedures are described for identifying standards relevant to teachers' roles and their behavior. (SLD)

Argues that occupational tests can exclude racial minorities and that many industrial psychologists have overlooked evidence that many tests are biased and that some claims for validity generalization are based on faulty science. Outlines what plaintiff's counsel looks for in deciding to try a testing case, and provides primer on how to challenge…

The purpose of this study was to field test and estimate the validity and reliability of a set of generalizable interpersonal skills assessment strategies and procedures on handicapped children in secondary vocational programs. If the instruments and procedures are valid and reliable, they could be used to identify their generalizable…

Subjected Modified World Affairs Questionnaire (MWAQ) to comparable common factor analysis which identified five factors: civil defense, escalation, nuclear war outcome, probability/worry, and patriotic. Alpha coefficients and test-retest reliability were determined to be adequate for the first four subscales. Acceptable discriminant validity and…

An analysis of the Sport Orientation Questionnaire, a multidimensional, sport-specific measure of individual differences in achievement orientation, indicates that it is a valid and reliable measure of individual sport achievement orientation. (JD)

Five validity studies of the id, ego, superego, and identity scales of the Study of Imagery are reported, using undergraduate students. Multistage Bonferroni procedures are used to evaluate the significance of results. The scales are related to each other and to toughmindedness, self-control, and behavioral conflict. (TJH)

The Infant Monitoring Project is designed to identify infants in need of further evaluation, by having parents complete a set of questionnaires about their infant's development at four-six month intervals. Evaluation of the questionnaires has shown that they are low-cost and have substantial agreement with standardized assessments. (Author/JDD)

Several meanings of bias are examined, and evidence concerning the validity of the Scholastic Aptitude Test, which has been widely criticized, is presented. Several forms of alleged bias are addressed, including underprediction of minority group college performance, bias in test use, measurement bias, and sex bias. (MSE)

Examines the role of standardized, performance-based assessment measures in the high school context. Reports validity and reliability information on the "Communication Competency Assessment Instrument--High School Edition," which was used to assess student speaking performance and to gauge the level of improvement as a result of instruction. (SR)

The Draw-a-Person Screening Procedure for Emotional Disturbance was evaluated with 39 deaf children, ages 9 through 12, who were divided into 2 groups: emotionally disturbed and not emotionally disturbed. Group mean scores were not significantly different; more than half the subjects in each group were misclassified using the procedure. (Author/DB)

This commentary discusses three essential themes in performance assessment and its scoring. First, scores should mean something. Second, performance scores should permit fair and meaningful comparisons. Third, validity-reducing errors should be minimal. Increased attention to performance assessment may overcome these problems. (SLD)