Contends that the Speech Sounds Perception Test form (Adult and Midrange versions) is structured such that correct responses can be determined rationally. If a patient identifies and responds according to that structure, the validity of the test is compromised. Posttest interview is suggested as a simple solution. (Author/JAC)

Some problems associated with the criteria of reproducibility and scalability as they are used in Guttman scalogram analysis to evaluate cumulative, nonparametric scales of dichotomous items are discussed. A computer program is presented which analyzes response patterns elicited by dichotomous scales designed to be cumulative. (Author/DWH)

Author responds to critique by Daniel Griffiths (Educational Administration Quarterly v. 19, p. 201-21) by defending his work in three areas: derivation of hypotheses, testing of hypotheses, and erroneous attribution of assumptions. (JW)

To contrast the academic performance of two categorical groups, 16 learning disabled (LD) and 16 behaviorally disordered (BD) 10-year-old pupils were given three standardized achievement tests. Results showed significant differences in 10 of 12 comparisons. BD pupils consistently functioned at a higher grade level than LD pupils. (Authors)

The effects of feedback are largely determined by the students' perception of his original response. Feedback is most advantageous when it follows a response in which the student has high confidence. Findings are based on a study of college students working with a programmed text. (MV)

Tests the relationship between the success of psychotherapeutic efforts and the client's expectation-reality discrepancy, i.e., as the number of disconfirmed expectations increases the possibility for successful psychotherapy (positive therapy outcomes and low drop out rates) decreases. (Author/RK)

The apparent small effect of differences in school resources on student achievement that appears in studies such as the Coleman report can be better explained in terms of the design and instruments of the studies than by assuming "facts" that are consistent with the data. (Author/IRT)

This paper addresses issues of vertical equating for the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) assessments as they relate to school accountability and determination of Adequate Yearly Progress (AYP) as required by the recent federal legislation, the No Child Left Behind Act. The paper first provides a brief…

The purpose of this study was to investigate and to quantify the tolerable error in item parameter estimates for different sets of items used in computer-based testing. The study examined items that were administered repeatedly to different examinee samples over time, examining items that were administered linearly in a fixed order each time they…

This Compendium is structured so that users may easily seek answers to specific questions about the design and implementation or refinement of state accountability systems. Chapter 1 provides background information. Chapter 2 raises a set of critical questions and major concerns state teams will need to address in designing their accountability…

This digest introduces ways of responding to the call for criterion-referenced information using Bayes' Theorem, a method that was coupled with criterion-referenced testing in the early 1970s (see R. Hambleton and M. Novick, 1973). To illustrate Bayes' Theorem, an example is given in which the goal is to classify an examinee as being a master or…

This paper describes various methods of calculating final grades for mathematics courses. Specifically, a comparison between dropping the lowest test score from the semester and allowing a retake of one test for an improved grade is made. It is concluded that a retake test policy is preferable to a dropped test policy because students must work to…

This report describes the intervention programs used to improve student proficiency in learning, recalling, and retaining basic mathematics facts. The targeted population consisted of first, second, third, and fifth grades in four suburban midwestern schools. The problems of recalling basic mathematics facts is documented through teacher surveys,…

In the schools, the primary clients are the students. Other clients include parents, citizens, the community, and educators--all stakeholders in the processes and the products of schools. Professionals in administrative, instructional, and student services are committed to serving these internal and external clients by providing for offerings and…

This paper provides a rationale for using and sustaining rival hypotheses Web-based tools to promote students' understanding of the concepts of internal and external validity. Five major concerns are identified. The first is that, in their present form, the Web sites subsume the discussion of threats to validity under experimental designs, giving…