Reasons for poor performance on the Digit Span subtest of the Wechsler Intelligence Scale for Children-Revised were examined, using learning disabled (LD) children who performed poorly on the test, LD children who performed normally, and average children. One LD group was unable to establish mnemonic codes for familiar auditory stimuli.…

All variables except the Slosson Intelligence Test were poor predictors of Wechsler Intelligence Scale for Children (Revised) intelligence scores. A moderate correlation was found between verbal and full scale IQ scores and a lower relationship between performance IQ scores on the two scales. Results may be culture specific. (Author/JAC)

Twenty-eight normal and 28 learning disabled children were given the Bender-Gestalt Test under instructional sets of low (standard) attention or high attention. Results failed to support the hypothesis that high attention instructions would lead to differential recall performance of the diagnostic groups.

A critical review of the psychometric properties of the System of Multicultural Pluralistic Assessment (SOMPA) model for student assessment is presented. The review criticizes the lack of validity of some of the measures but praises the goals of the system. (JKS)

The advantages of using psychometric thoery to design short forms of intelligence tests are demonstrated by comparing such usage to a systematic random procedure that has previously been used. The Wechsler Intelligence Scale for Children Revised (WISC-R) Short Form is presented as an example. (JKS)

Test bias, assumed as equal regression lines between two different tests for different populations was investigated to predict Metropolitan Achievement Tests from the Wechsler Intelligence Scale for Children--Revised. Subjects were 1,040 children in grades 1, 3, 5, 7, and 9: Anglo American, Black, Mexican American, and Native American Papago. (JKS)

The issues of culture-free and culture-fair tests for elementary school children are explored by examining specific tests and the testing situation. Investigators examined the problem of group intelligence testing vs. individual testing and conclude that tests still reflect White American middle socioeconomic class values and experiences. (HS)

Argues that the urban counselor has to be prepared and become acutely aware of the functions that take place in the desegregated school. The urban counselor's allegiance must go out to all students and participate totally in a changing and progressing educational systems. Makes suggestions and recommendations which should be considered by…

The development of a model for more effective usage of group administered standardized tests is developed. A method is illustrated which uses item groupings from subtests allowing a more effective use of the data for program and curricular decisions. (Author)

Calculated intra-cognitive strengths and weaknesses of children in grades 1 through 12, using two common criteria for defining exceptionality. Found that an individual's total number of significant intra-cognitive strengths and/or weaknesses has little diagnostic significance as pertains to low- or under-achievement in reading, mathematics, or…

Compares the predictive and concurrent validities of a learning efficiency test with that of another test. Memory factor scores of the learning efficiency test correlated significantly with the other test's scores, with class grades, and with actual grade-level functioning in reading. The learning efficiency test's validity compares favorably to…

Compared Standard Age Scores on Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and Wechsler Intelligence Scale for Children-Revised intelligence quotient scores of 51 urban Black males receiving special education services. Data suggest that SBIV possesses utility for assessing intelligence of Black students classified as behavior…

Five papers concerning standardized testing are presented. Topics addressed include measures for distinct aspects of human intelligence (multiple intelligences), the use of portfolio assessments with regard to instructional planning, practical reasoning, cognitive and conative constructs, and cognition and assessment practices. (TJH)

This discussion of psychoeducational assessment of hearing-impaired students and the influence of language competence focuses on: the nature of the interaction between cognition and language, the nonpragmatic nature of traditional assessments, approaches to reducing intelligence test bias, pragmatic violations in intellectual assessment, and…

This study of 852 subjects in Barcelona (Spain) between 4 and 9 years old estimated the degree of consistency among elements of the Borelli-Oleron Performance Scale by taking into account item clusters and subtest clusters. The internal consistency of the subtests rose when all ages were analyzed jointly. (SLD)