Compared self-administered and examiner-administered depression adjective check lists. Half of each form was administered in standard manner and half was read by examiners to psychiatric inpatients. Analysis revealed no significant effects for vocabulary, sex, or method of administration. Results support examiner-administered method in cases of…

Correlates of the Minnesota Multiphasic Personality Inventory Wiggins content scales were identified in male clients who received mental health evaluations at a military medical facility. Evaluation of correlates of low scorers supported position that low scores reflect absence of descriptors characteristic of high elevations on same scale.…

Standardized testing is here to stay. Critics are serving a useful purpose in that they force users to examine benefits and the drawbacks. This process has an inevitable spinoff effect since almost every user of standardized tests is involved in a classroom situation where informal testing is ongoing. (Author)

Discusses the emotional and intellectual needs of adolescents and suggests that a testing program should address itself to the developmental needs of students and to the contributing environment. For example, testing could involve both an oral approach and an audiovisual component. (KC)

Presents a critical review of studies designed to teach language production skills to children with specific language impairment. The evidence reviewed suggests that a number of training approaches are effective, often resulting in gains that exceed the rate seen in normal development, provided the speaking situation resembles enough the training…

Limitations and extensions of Feldt's approach to testing the equality of Cronbach's alpha coefficients in independent and matched samples are discussed. In particular, this approach is used to test equality of intraclass correlation coefficients. (Author)

Item-response changing as a function of test anxiety was investigated. Data supported the hypothesis that high test-anxious students make more item-response changes than low test-anxious students. Also, both high- and low-anxious students profit to a similar extent proportionally from answer changing. (Author/GK)

In this speculative article, Robert R. Rentz predicts that state educational assessment programs will continue to be fertile ground for measurement innovations, both technological and otherwise, in the areas of test content, development, administration and the reporting of test results. (AEF)

The Preschool-Primary Nowicki-Strickland Internal-External Control Scale (PPNSIE) was used to assess the locus of control in 359 mildly retarded secondary students. Unacceptably low reliability estimates for the PPNSIE were revealed, with IQ and age the strongest predictors of scores. (CL)

The article explores grading options for the teacher to consider when evaluating students who are receiving specialized education and participating in the mainstream of regular education. (DB)

In terms of Kagan's theory of the problem-solving process, this study explores the relationship between reflection-impulsivity, hypothesis generation and testing, and evaluation of the quality of one's own solutions among children approximately 8 to 12 years old. (JMB)

The study aimed to develop an instrument that could be used for mental health research with Spanish-speaking populations. The Depression Adjective Check Lists (DACL) used to measure depressive mood was translated into Spanish and administered to 70 Hispanic subjects. Reliability determinations were high and close to those for the English version.…

The results of the social behavior inventory which was administered to Anglo-American and Latvian American children showed that both groups chose answers in the cooperative direction, but that the Latvian sample was somewhat more competitive in nature than the American. (PJM)

Critically examines the arguments of Leon Lessinger for teacher accountability and applicability of these arguments to early childhood education. (Author/SS)

The state laws currently being passed to promote competency-based education and testing are so lacking in detail and so unrealistic in their expectations that they will do little to restore public confidence in education and may even have a disruptive influence. (SJL)