Confidence intervals for the 80, 85, 90, and 95 percent levels of confidence are presented for the Peabody Picture Vocabulary Test-Revised (PPVT-R) using the estimated true score and obtained score based methods. Separate tables are provided for ages 2-1/2 to 18 and ages 19 and above. (Author/VW)

Describes a method that uses age equivalents and standard scores to recreate the full range of variability in the scores of low-functioning individuals. The method allows for a more complete interpretation of performance that can lead to better educational and therapeutic programming. (Author/MCF)

Equations were derived for estimating MMPI (Minnesota Multiphasic Personality Inventory) scores from a short form developed for cognitively impaired individuals. Multiple regression analyses demonstrated that prediction from a single short-form scale was acceptable and was little improved by the addition of other scales or sex of subject to the…

A learning disability index (LDI) for the assessment of intellectual deficits on the K-ABC is described. The population parameters of this index allows for assessment of the abnormality of the LDI in the individual case, as well as for evaluation of statistical significance of any change in the LDI from test to retest. (Author/CL)

Minnesota Multiphasic Personality Inventory responses obtained from a random sample of Midwestern adults yielded a pattern significantly different from the pattern of the original norms. From these data, two new kinds of normative tables have been developed. In addition, traditional scoring procedures are replaced by procedures that yield…

Addresses the issue of counselor expertise in test interpretation. Discusses norm-referenced versus criterion-referenced interpretation, interpreting the precision of the information, interpreting the meaning of the construct and its relevance to the decision, and general precautions regarding test interpretation. (LLL)

Contends that one basic limitation of measurement techniques is that tests cannot measure unique characteristics, but only traits common to many people. Discusses limitations regarding intelligence, interest, and personality tests and concludes that test scores give us clues to be followed rather than definite measurements. (LLL)

Developed sorting rules to identify Minnesota Multiphasic Personality Inventory configurations and applied these to patients with chronic low back pain, migraine headaches, hypertension, and diabetes (N=157). Results showed that profile types did not differ in frequency among the groups but were more elevated in the back pain patients. (LLL)

This quiz and its explanations are designed to help teachers and counselors assist students in deciding the meaning of their scores on the Scholastic Aptitude Test and the American College Test. (BW)

Considered methods of evaluating the pattern of subtest scores on the Wechsler Adult Intelligence Scale-Revised. The rationale and method for calculating the size of the significant difference between a subtest and the mean of the subtests scores for an individual are described. (JAC)

Recognizing the strong relationship between academic achievement and career options, this chapter reviews the major career assessments, their unique purposes, some technical considerations, and the types of scores used. Ways are suggested to enhance interpretation of career assessments using high-speed computers, Internet storage capacity and…

This Digest introduces the advantages and disadvantages of three commonly used methods of reporting test score changes: (1) change in percentile rank; (2) scale or raw score change; and (3) percent change. The change in percentile rank method focuses on the increase or decrease of the mean percentile ranking for a group of students. This method…

Test validity refers to the degree to which the inferences based on test scores are meaningful, useful, and appropriate. Thus, test validity is a characteristic of a test when it is administered to a particular population. This article introduces the modern concepts of validity advanced by S. Messick (1989, 1996, 1996). Traditionally, the means of…

Psychologist Andrea diSessa coined the term "phenomenological primitives", or p-prims, to talk about nonexperts' reasoning about physical situations. P-prims are primitive in the sense that they stand without significant explanatory substructure or explanation. Examples are "Heavy objects fall faster than light objects" and "Continuing force is…

The thesis advanced in this article is that public indignation regarding testing is largely the result of an appraisal process that has been measurement-centered rather than person-centered. As a consequence, appraisal is viewed by the public as an evaluative process rather than a helping process. Recommendations are made. (Author)