The process of determining test norms and of using them realistically is discussed. This process involves putting meaning into a single test score by relating it to other test scores achieved by other pupils or by the same pupil at other times. The focus of attention is on the meaning of test norms; it is not on the meaning of types of test…

Presents formulation of death acceptance involving components of confrontation and integration. Describes Klug Death Acceptance Scale to measure death acceptance and provides data on scale's reliability, validity, and suggested norms. (Author/NB)

Examined relationship between My Vocational Situation (MVS) scores and students' grade point averages and differences related to age or sex using college freshmen (N=2,532). Results provided a considerable amount of normative, psychometric, and comparative data about the MVS. (Author/ABL)

Local norming data from the Brief Index of Adaptive Behavior are presented, as are construct and concurrent validity data. Participants in three studies were 430 children. Factor analytic results from Study 1 yielded an easily interpreted three-factor solution; conventional item analysis techniques yielded significant item-domain and item-total…

Compared Bender-Gestalt performance of 452 Navajo children with 1974 Koppitz and System of Multicultural Pluralistic Assessment norms (SOMPA), and investigated the use of the Bender-Gestalt for diagnosing learning disabilities. Results suggested the Koppitz and SOMPA White norms may be useful in psychological assessment of Navajo children. (JAC)

Minimum standards were established for the National Teacher Examinations (NTE) by teacher educators instructed in the use of the Angoff, Nedelsky, or Jaeger procedures. The anticipated failure rates, the psychometric characteristics of the ratings, and other factors suggest the Angoff procedure yields the most defensible standards for the NTE area…

Questions that parents, students, and teachers have frequently asked about the meaning of grade equivalent scores are answered, and implications for gifted students are considered. Facts concerning achievement test scores, content, and the norm group are indicated. (SEW)

Addresses problems associated with Prediger's article questioning the usefulness and fairness of the unnormed Self-Directed Search (SDS) for females. Discusses issues of sex differences and same-sex test norming. (RC)

Summarizes a factor analysis of the Conners Teacher Rating Scale (TRS) using a large sample of Canadian children (N=9,583). Presented a revised factor structure aimed at improving the utility of the TRS as a clinical screening instrument. Contrary to earlier findings, a primary factor of hyperactivity emerged. (Author)

Performed a factor analysis on the results of the Wechsler Memory Scale for 99 older males to determine how normally aging older adults perform. Results seem to indicate that the manner of functioning in later life becomes deficient in quality rather than in quantitative performance. (Author)

This chapter discusses units of measurement, relates types of scales and norms to the purpose for testing, looks at types of test data typically reported, identifies the primary users of test information, looks at limitations of scales and norms, and looks at the interaction between user and data. (Author/RL)

The study revealed that responses of original and current normative populations had significantly changed on the Rucker-Gable Education Programming Scale, a measure of attitudes and knowledge regarding placement of handicapped students. In addition, a significant difference was found between responses made by the normative sample and public school…

Critiques William Becker, William Greene, and Sherwin Rosen's review of the research regarding the teaching and learning of high school economics. Calls for sharper definitions of research models to improve focus. Explains a distinction between stock and flow models, and asks for elaboration on topics covered. Suggests examining textbook…

Norms were developed for Navajo Indian students for the Wechsler Intelligence Scale for Children-Revised, by sampling 16 percent of the Navajo school population from first through eighth grade in 8 schools in McKinley County, New Mexico. The norms, based on 539 students, help to separate cultural and language differences from learning…

A project developed Navajo norms for the Wechsler Intelligence Scale for Children, Third Edition (WISC-III). Urban Navajo students and those who were proficient in English had higher WISC-III verbal scores than rural Navajo students and those who were functional in English. English-language proficiency did not affect scores on nonverbal…