The Time Structure Questionnaire (M. J. Bond and N. T. Feather, 1988) and the Time Management Behavior Scale (T. H. Macan and colleagues, 1990) were evaluated through results from 701 and 453 adults respectively. Results confirm the importance of examining subscales of these measures rather than simply aggregate scores. (SLD)

Examines differences between policymakers' assumptions about standardized testing and the ways 36 teachers prepare students for and administer tests in 2 urban school districts. Concludes that standardized tests may be poor measures of instructional improvements in connection with the regular curriculum. (FMW)

Indices that detail aspects of student test responses include overall aberrancy; tendencies to miss relatively easy items; tendencies to correctly answer more difficult items; and a combination that indicates how the latter tendencies balance each other. Mathematics test results for 368 college students illustrate the indices. (SLD)

Reviews recent developments in the use of commercially available written integrity tests for employee selection. Discusses legal issues related to the use of the polygraph and integrity tests, and reviews empirical research on the reliability, criterion-related validity, construct validity, fakeability, and adverse effects of integrity tests. (TE)

Describes the Child Abuse Potential Inventory and associated psychometric data. Discusses uses and misuses of the inventory, general test limitations, and screening instruments available to professionals concerned with child maltreatment. (RJC)

An extension of the Rasch model is used to obtain objective measurements for examinations graded by judges. The model calibrates elements of each facet of the examination on a common log-linear scale. Real examination data illustrate the way correcting for judge severity improves fairness of examinee measures. (SLD)

Eight individuals from larger study of lay persons who interpreted Family Adaptability and Cohesion Evaluation Scales (FACES-III) adaptability items were interviewed in-depth concerning their understanding of adaptability items of regular FACES III and two alternate versions. Qualitative results suggest that participants may not be understanding…

Evaluation of mean score differences between the Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Intelligence Scale for Children (Revised) (WISC-R) for 126 children with academic difficulties found the Stanford-Binet composite score was significantly higher than the WISC-R score at the lower end of the ability continuum but…

This study evaluated the external validity of a measure of IQ subtest variability, the profile variability index (PVI), with a sample of 146 children referred for psychological testing. Correlation of PVIs on each intelligence test with achievement scores and indexes of discrepancy between actual and predicted scholastic achievement found…

Students with severe/profound mental retardation performed functional tasks under training or probe conditions. Analysis of nine students' records indicated that students do not react to probe conditions as if they were extinction conditions; training data do not consistently reflect performance under probe conditions; and data collected under…

Discusses problems with the 1991 Standard Assessment Tasks (SATs) in reading (given to six and seven year olds in England) and problems in the ways in which the results were interpreted. Suggests that SATs, designed to assess children's reading, may actually have obstructed teachers in their assessment of children. (RS)

Used confirmatory factor analysis to compare directly two competing models for interpreting Kaufman Assessment Battery for Children which have garnered theoretical and empirical support. Findings from 100 referred or low-achieving children supported model with separate Reading Achievement and Verbal Comprehension factors over model subsuming both…

The validity of interpretations of National Assessment of Educational Progress (NAEP) achievement levels is evaluated by focusing on evidence regarding three types of discrepancies: (1) between standards; (2) among descriptions of achievement levels; and (3) between assessments and content standards. All of these discrepancies raise serious…

There are eight commercially available computer-based test interpretations (CBTIs) for the Minnesota Multiphasic Personality Inventory-2 (MMPI-2), of which few have been empirically evaluated. Prospective users of these programs have little scientific data to guide choice of a program. This study compared ratings of these eight CBTIs. Test users…

The factor structure of scores on the Adult Manifest Anxiety Scale-College Version (AMAS-C), a new self-report measure of chronic, manifest anxiety, is examined across gender for a sample of 943 college students (608 women and 335 men). Values for the coefficient of congruence and salient variable similarity index are calculated between each of…