This study examined response bias in 108 female adolescents randomly assigned to one of three groups: (1) interactive computer interview; (2) face-to-face interview, or (3) self-administered questionnaire. Results showed no significant group differences on reports of sexual behavior, substance use or symptomatology. (Author/BS)

In response to J. J. Cannell's (1988) discussion of the reported "above average" achievement of the vast majority of public school systems nationwide, the nature of national norms is discussed. The public must be better informed about the interpretation of test results. (SLD)

Chinese engineering students (n=29) scored significantly higher than Chinese English-as-a-second-language students (n=29) on an engineering-English reading test, although 62 percent of the variation in scores was accounted for by general English language proficiency rather than by components specific to engineering English. (Author/CB)

Focuses on the use of computer-based test interpretation (CBTI) in psychoeducational assessment. Reviews development influences affecting the use of CBTI in psychoeducational assessment, explores the current status of CBTI systems, and advances strategies for the evaluation of CBTI products by consumers and professionals. (Author/KS)

The nonverbal Wechsler Intelligence Scale for Children-Revised can provide insight into students' learning characteristics, when diagnostic interpretations of subtest results offer meaningful information. Sample report statements are given for such subtests as picture completion and arrangement, block design, object assembly, coding, and puzzles,…

Reviews procedures followed in developing a set of science items for Chemistry, Physics, Biology, Geology content areas and examines the items' construct validity in relation to a specific technique of evaluation. Analysis supported the items' construct validity and viability for testing certain science skills at the secondary level. (ML)

This article is a response to Wainer's comments on a research study representing the first major analysis of factors linked to state differences in Scholastic Aptitude Test performance. (JAZ)

Two studies examined second- through fifth-grade children's negative-item bias with responses to the Self Description Questionnaire and how it is related to cognitive development and reading achievement. Results showed that younger children and poorer readers responded less appropriately to negative items, thus biasing the interpretations of their…

Focuses on the interpretation of the Sociocultural Scales and Estimated Learning Potential scales of the System of Multicultural Pluralistic Assessment by counselors making placement decisions. Presents case examples illustrating assumptions counselors must make and controversial aspects of the system. (JAC)

This article presents a model that can be used by local school districts for reanalyzing standardized test results to obtain a more valid assessment of local learning objectives can be used to identify strengths/weaknesses of existing programs as well as individual students. (EGS)

The University of Tennessee, Knoxville conducted a system-wide effort to increase use of student outcome information in assessing and improving academic programs. For this effort, the university received the National Council on Measurement in Education award for an outstanding example of an application of educational measurement technology. (EGS)

The forced-choice psychophysical procedures of the Seashore Measures are well designed to assess sensory capacities. The norms of the current version of the test, however, show percentile ranks that purport to distinguish between scores that can only represent chance performance (Author/BW)

Describes and applies several alternative distribution criterion to secondary analysis of pre- and post-achievement scores from 15 sixth-grade classrooms. Illustrates examples where a teacher could be considered "effective" under one criterion, but "ineffective" under another. Also addresses policy implications concerning use of alternative…

The authors attempt to show how the dissemination of uncorrected state Scholastic Aptitude Test (SAT) scores may have created an inaccurate public and governmental perception of the variation in educational quality. Their research demonstrates that comparing state SAT averages is ill-advised unless these ratings are corrected for compositional and…

The developer of the Comprehensive Tests of Basic Skills scaling responds to Hoover's attacks on Thurstone and item response theory scales (TM 510 173). While agreeing that grade equivalent (GE) scores are presently the most appropriate developmental score for reporting elementary grade achievement tests, limitations and inconsistencies in the GE…