Samples of entering first-grade students were used to examine the predictive validity of the group administered Metropolitan Readiness Test (MRT) and the individually administered Meeting Street School Screening Test (MSSST). The advantage of the latter was found to possibly outweigh the advantage of efficiency in group administration. (Author/GK)

The use of the Test of Standard Written English (TSWE) with older students at the junior and graduate level was validated. Scores were found to be predictive of academic performance in an environment with a restricted grading system. (GK)

Explored the relationships of the Revised Peabody Picture Vocabulary Test (PPVT-R), Peabody Individual Achievement Test, and the McCarthy Scales of Children's Abilities in elementary students. The PPVT-R appears to be most appropriate as a brief measure of verbal comprehension, rather than a substitute for the McCarthy scales. (JAC)

The factorial validity of the Teacher Occupational Stress Factor Questionnaire was determined. Results provided partial support for the construct validity of the instrument. Item rearrangement resulted in changing the composition of three of the five factors; this was thought to provide data for investigating teacher stress. (Author/GK)

The Nonsexist Personal Attribute Inventory for Children (NPAIC) was administered along with the Piers-Harris scale to children in fifth through eighth grade. A correlation of .49 was found between the two scales. The NPAIC was found to be a reliable, valid self-concept scale for females and males. (Author/GK)

Found good to excellent stability for the eight most used scales of the Pleasant Events Schedule across time periods of one, two, and three months. Analyses showed that the items and scales generally possess acceptable levels of reliability and concurrent, predictive, and construct validity. (Author/RC)

Aims to develop new procedures to collect and analyze data pertaining to spatial development, to explicate a neo-Piagetian model within which these data can be examined, and to assess the validity of this model in tasks requiring perceptual skills and/or rotation (perspective) skills. (RH)

The reliability and validity of chance-level scores should be investigated. Only a careful examination of such scores can suggest whether they are likely to reflect random responding or to represent a reasonable estimate of an examinee's ability. (Author/RL)

Students who meet with repeated failure at the beginning of a test are likely to lose motivation to continue to interact with each item. Therefore, it seems better to recommend testing out-of-level for those students scoring at or below the chance score mean. (RL)

Describes a study which tested the reliability and validity of the Barth-Shermis Social Studies Preference Scale as a measure of teaching orientations with respect to Barth and Shermis' three traditions. Subjects were 190 secondary social studies teachers. (AM)

The Test Battery for Mentally Handicapped Children (TBGB) was developed for the psychological diagnosis of mentally handicapped children in West Germany to provide diagnostic information relevant to educational programing. Reliablity coefficients were completed, tests of validity were undertaken, and the utility of the TBGB for differential…

Describes the three major strategies for development of Wechsler Scales short forms. Presents an overview of the available validity data. Offers recommendations for future validity research. Concludes that while Wechsler short forms may be useful as research instruments, their clinical applications are extremely limited. (Author)

Validates the college-level designation of the Fry Graph using comparative validity data. (AEA)

Three concurrent validity studies involving 88 regular and 56 learning disabled elementary students were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading. The usefulness of the formative measures for continuous evaluation of student growth in reading is…

Study evaluated sensitivity of two independent rapid naming tests--Naming Pictured Objects and Producing Names on Confrontation--in differentiating 16 children (7 and 8 years old) with language and learning disabilities from 16 age peers with normal language development and academic achievement. The interrelationship between total naming time and…