Analyzed the performance of Alzheimer's patients (N=141) on the Mini-Mental State Examination. Performance on all items showed significant negative correlation with the duration of the illness. The most difficult item was "recall," and the improvement in recall was obtained with cuing. (Author/ABB)

The author reviews his criticisms of standardized tests and suggests an alternative five-point plan for assessment that includes frequent testing in the child's classroom by a familiar examiner. (CL)

This is an introductory comment by the organizer of the 1986 symposium of the National Council on Measurement in Education (NCME). The symposium was organized as a memorial to the late Roger Lennon, former president of NCME and a scholar in the field of educational measurement. (JAZ)

Describes the role of information on score reliabilities, significance of score differences, intercorrelations of scores, and differential validity of score patterns on the interpretation of results from multiscore batteries. (Author)

The Perkins-Binet Test of Intelligence for the Blind, Form U; the Wechsler Intelligence Scale for Children-Revised (WISC-R), Verbal Scale; and the Wide Range Achievement Test (WRAT) were administered to 52 low-vision children in the third, fifth, seventh, and ninth grades. Results indicated that the mean ten scores on the two tests of intelligence…

The article presents educators with specific strategies to consider in constructing teacher-made tests to optimize the performance of mainstreamed students. Guidelines relating to content and format of tests as well as test-taking behaviors are discussed. (Author/CL)

Two studies with three-year-old children tested the hypothesis that, whereas errors of phenomenism predominate when children are asked about objects' real and apparent properties, errors of intellectual realism predominate when children are asked about objects' real and apparent identities. Results provided some support for the property-identity…

The adequacy of the revised instructions for the analogies portion of the Word Comprehension (WC) subtest (Woodcock Reading Mastery Tests-Revised) was examined with 44 learning-disabled junior high students. Effects of presenting 15 additional sample items prior to administration were examined. Analysis of covariance demonstrated significant…

Many mastery decisions are made based on assessment devices that are known to be less than perfectly reliable. A significant portion of examinees who have scores near the cutting score risk misclassification, even for instruments with relatively high retest reliability. Suggestions for minimizing this risk are offered. (Author/MT)

Three tests of grammatical ability (Carrow Elicited Language Inventory, Test of Language Development, and Clinical Evaluation of Language Functions) were evaluated for content-oriented test construction. Content domains were found deficient when judged against an external standard as well as when examined according to their own content…

Normative data are provided for intellectual, academic achievement, and neuropsychological tests based on a sample of 100 learning disabled adults. It was concluded that the cognitive profile found in learning disabled adults is not dissimilar from what is typically found in learning disabled children. (Author/CL)

This article presents an annotated bibliography of journal articles and documents which discuss both theoretical and research findings related to issues surrounding the concept of overlap between standardized tests and the content, curricular, and instructional domains of teaching and learning. (MT)

The advantages and disadvantages of four curriculum monitoring systems are presented. (MD)

Analysis of surveys completed by 50 speech/language pathologists at facilities serving mentally retarded adults revealed that a wide array of language assessment instruments were used. The need to examine many commercial tests (developed and standardized on children) for adults is stressed. (CL)

This paper explores the minimum competency testing clarification hearing in order to better understand the strengths and weaknesses of adversary evaluation as a vehicle for clarifying matters of public policy interest. Problems with the hearing format and suggestions for improvement are discussed. (BW)