Paul Newton (2010), with his characteristic concern about theory, has set out two different ways of thinking about the basis upon which equivalences of one sort or another are established between test score scales. His reason for doing this is a desire to establish "the defensibility of linkages lower on the continuum than concordance."…

This article presents the author's rejoinder to thinking about linking from issue 8(1). Particularly within the more embracing linking frameworks, e.g., Holland & Dorans (2006) and Holland (2007), there appears to be a major disjunction between (1) classification discourse: the supposed basis for classification, that is, the underlying theory…

"Linking" is a term given to a general class of procedures by which one represents scores X on one test or measure in terms of scores Y on another test or measure. A recent taxonomy by Holland and Dorans (2006; Holland, 2007) organizes the various types of links into three broad categories: prediction, scale aligning, and equating. In…

Newton's article (2010) makes three main contributions to the literature. First, it is transatlantic, bringing together literatures that have been dealing with similar problems, using sometimes different methods and certainly with distinctive educational, cultural perspectives. He points out that neither of these literatures has all of the…

The article "Thinking About Linking" by Newton (2010) presents a novel philosophical perspective on the way that educational assessments should be linked. Newton starts by describing the linking framework as it was characterized in various publications and identifies a cross-cultural dimension in the definitions and uses of test…

Contends that one basic limitation of measurement techniques is that tests cannot measure unique characteristics, but only traits common to many people. Discusses limitations regarding intelligence, interest, and personality tests and concludes that test scores give us clues to be followed rather than definite measurements. (LLL)

The author deals with limitations on the use of work samples as predictors of vocational success of the disabled. The predictive model is briefly reviewed and ways in which the assumptions underlying this model can be violated or altered in vocational evaluation settings are described. (Author)

States that the correlation between social desirability (SD) and hopelessness is open to several interpretations, but, in the absence of further data, concern for false-negative rates dictates caution in interpreting hopelessness scores when assessing suicidal behavior. Presents data on the relationship of SD, hopelessness, and prediction of…

Examines practices that encourage false negatives and false positives on licensing and certification tests designed to protect the public. Recommends increasing the amount of testing or raising the required passing score for repeat test takers. (FMW)

The current study examines the views of experts in the science of mental abilities about the primacy and uniqueness of "g" and the social implications of ability testing, and compares their responses to the views of a group of non-expert psychologists. Results indicate expert consensus that "g" is an important, non-trivial determinant (or at least…

The common approach to studies of predictive bias is analyzed within the context of a conceptual model in which predictors and criterion measures are viewed as fallible indicators of idealized qualifications. (Author/PN)

Major presumptions that underlie the use of early intelligence tests are presented and disputed, centering on the construct of early intelligence, reliability, prediction, standardized administration, professional acceptability, utility for decision making, and congruence with Public Law 99-457. Professional solidarity is urged in opposing the…

A model is proposed for investigating test validity as a predictor of a criterion variable when there are both missing and censored scores in the data set. Implications for maximum likelihood estimation are discussed, and the method is illustrated with hypothetical data sets. (SLD)

The factorial structure of the California Achievement Test subtests appears to consist of only one common factor in each grade. This study indicates that there is considerable overlap among the subtests and that there is minimal support for the use of subtest scores as measures of independent constructs. (Author/PN)

Blind vocational rehabilitation clients (N=100) were administered the Displacing and Turning tests of the Minnesota Rate of Manipulation Tests after three practice trials. Subjects essentially scored lower than people with normal vision, with their means on both tests being at the first percentile of the norms for sighted persons. (Author/DB)