Investigates the influence of various scoring cutoffs on mental test performance as measured by the Michell General Ability Test (MGAT) and develops a rationale for selecting the optimum cutoff based on raw scores, internal consistency, stability, parallel-form reliability and concurrent validity estimates. (MB)

Suggests how test consumers can improve the evaluation of students' reading performance by (1) carefully examining tests to match teaching objectives, (2) employing a wider variety of evaluation techniques, (3) abandoning the use of standardized reading tests as indicators of instructional reading level, and (4) interpreting subtest scores of…

The study examined the use of A. Bannatyne's Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest score recategorization hierarchy in identifying elementary students with learning disabilities (LD). The results indicated that Bannatyne's pattern was of little value in differentiating between LD students and nonLD students and, if…

The author discusses the dangers of using grade equivalency scores to identify learning disabled students. Deficiencies include that grade equivalents invite misleading interpretations, assume that the learning rate is constant throughout the school year, and exaggerate the significance of small differences in performance. Standard scores are…

Global achievement tests are best used for broad purposes (program evaluation) or purposes such as screening which will be followed up with more precise instruments. (SB)

Applied an approach to the interpretation of test profiles to the McCarthy Scales of Children's Abilities. This resulted in differences required for significance that are two points greater than those suggested by an alternate technique. (Author)

Fisher's two-group discriminant function has been generalized in two different ways for the case of three or more groups, leading to confusion in the literature. The precise functional relation between the two functions is derived, and the interpretation of the two functions is discussed. An example is provided. (Author/CTM)

Discusses methodological problems involving use of MMPI by reviewing past literature. MMPI is so easily used that it is sometimes misapplied or data obtained from it are incorrectly analyzed by researchers unfamiliar with its limitations or peculiarities. Suggestions for improving research design are made. (Author/BEF)

Understanding the purposes of different types of testing is essential if test results are to be interpreted properly. (DD)

Discusses results of the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS), which examined the use of educational technology. Topics include validity and interpretation of results; and what needs to change about how technology is used in education, including adding technology…

The article considers issues of objectivity in regard to evaluating a child's performance on a test. Quantum theory is invoked to illustrate the close relationship of the child's "score" to the specific conditions of the evaluation experience. Educators are encouraged to remember that the score cannot be isolated from the testing experience. (DB)

Suggests that counselors might profitably investigate new graphic approaches to showing clients what their multivariate profiles mean. Gives illustration in terms of Holland's RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, Conventional) model of vocational interests. Notes that same issues and principles of graphic display would…

Focuses on the practical effects of using different statistical treatments with omitted and not-reached items in an item-response theory application. The strategy selected for scoring such items has considerable impact on the interpretation of results for individual or group-level assessments. (Author/SLD)