One explanation for the argument that tests contribute little to the counseling process, may be that counselor training has focused on technical aspects of testing rather than application. Principles and procedures to follow in interpreting tests are explored, including counselor and client preparation, delivery, and follow-up of the…

Describes a course model for counselor education programs which focuses on competency in the interpretation of individually administered psychoeducational tests and reports. Includes information on development of the course, competencies and skills taught, course content and procedures, and course evaluation. (LLL)

Presents statistics for the six subscales of individual children (N=2,085) on the Adaptive Behavior Inventory for Children (ABIC). Concludes that the ready availability of this information should enhance application of the ABIC in clinical practice and facilitate research on its efficacy for educational planning and placement. (LLL)

Examined the relationship of the Minnesota Multiphasic Personality Inventory high-point codes and the diagnostic system of the Diagnostic Statistical Manual III. Identified 24 code types from a private psychiatric clinic sample (N=261). Presented the resulting clusters of diagnostic classification and a narrative summation for each code type.…

Investigated the interscorer reliability between a novice and a professional psychologist for the Minnesota Percepto-Diagnostic Test-Revised (MPDT-R), using a sample of 30 individuals. Results indicated that for three of the four MPDT-R scores there was a significant positive correlation between expert and novice scoring criteria. (JAC)

Good assessment is key to providing effective intervention, and thoughtful interpretation of assessment results is an important part of the intervention. This chapter focuses on the consultant and service recipient in the test interpretation process, including ways to help all participants in this process. In addition, case examples illustrate the…

Subjects received falsified psychological test results that were discrepant in either positive or negative directions with their own reports on self-referring attitudes. Subjects who received negative feedback were more likely to derogate the interpreter, whereas subjects who received positive feedback were more likely to change their self-reports…

The present study was undertaken to determine the degree to which the EPPS and PRF scales are correlated with the EPI scales, and also to determine the degree to which the scales in all three inventories are measuring the same common traits. (Author)

In replying to Leo Goldman's charge that tests and counseling have failed to come help one another, the author argues that at least tests provide the counselor and student with information not ordinarily obtained in other ways. (Author/BY)

The use of weekly quizzes does not appear to improve student learning or motivation. (HS)

Enchanced effectiveness in teaching and learning can be achieved when tests are used as helps rather than merely as hurdles. (Editor)

Computers can be used to score tests in order to reduce the workload of the teacher. (CK)

General procedures involved in the administration, scoring, and interpretation of individual psychological tests are explained for parents. (KW)

Examines the effects of four parameters on the accuracy of test equating under a relaxed definition of test form equivalence. The four parameters studied were sample size, test form length, test form reliability, and the correlation between true scores of the test forms to be equated. (CK)