A survey of 97 school psychologists found that the majority felt they needed additional training in administering, scoring, and interpreting the fourth edition of the Stanford-Binet Intelligence Scale. Thirty-four percent were using the fourth edition. Rank ordering of instruments of choice was: Wechsler scales, Kaufman Scale, old Stanford-Binet,…

Two nested structural models are developed to determine whether test-session behaviors affect the manner in which intelligence is measured or influence the constructs being measured. Results indicate that test-session behaviors play a larger role influencing the mechanisms of measurement than on the constructs of intelligence. (Author/EMK)

Investigated correlations between two intelligence measures for exceptional children. Corrected correlations between the tests indicated differences with correlations reported in one manual. Relationships were generally higher than those reported elsewhere. Implications are discussed, especially those involving the use of correlations between…

This research discusses the dilemma of who should use educational and psychological tests. It is suggested that educational and social institutions moniter the use of testing in their areas. Public awareness of testing is increasing and critical. (MFD)

A comparison of reading subtests of the Wide Range Achievement Test, Peabody Individual Achievement Test, and Slosson Oral Reading Test showed a high correlation between the WRAT and PIAT. Suggests the WRAT and PIAT measure the same dimension of reading achievement, possibly verbal fluency. (Author/JAC)

Surveys recent judicial examinations of educational practices, considers the role of psychological testing in efforts to block desegregation, and evaluates legislation concerning the testing process. Available from Maryland Law Review, Inc., University of Maryland School of Law, 500 West Baltimore St., Baltimore, MD 21201. (Author/IRT)

Using the Guide to the Assessment of Test-Session Behavior for the WISC-III and WIAT (GATSB), observations were recorded for 969 children between the ages of 6 and 16 years. Children who exhibited higher levels of avoidance, inattentiveness and uncooperative behaviors while being tested tended to exhibit lower WISC-III scores. (RJM)

Three standardized measures of child and adolescent behavior for ages 12-18 are studied: (1) Achenbach Child Behavior Checklist and Teacher Report Form; (2) Behavior Assessment System for Children; (3) Social Skills Rating System. Challenges to psychologists to include the experiences of girls in the knowledge-base grounding their practice and…

To ensure that every child receives appropriate educational and developmental support, professionals who make referrals and who rely on psychological test results need to understand what these tests measure. The principles behind psychological testing, the definitions of key terminology, and the ways in which psychologists interpret test data are…

This paper reviews the literatuare on projective techniques of personality assessment and their use by school psychologists. Following a brief survey of the development of projective techniques, several of the most widely used techniques are briefly discussed, i.e., the Thematic Apperception Test (TAT), the Childrens Apperception Test (CAT), the…

Translating psychological tests and attitude scales from one language and culture for use in others has been common in the history of educational and psychological assessment. Despite the long history, methods for conducting test and attitude scale translations and establishing equivalence of the multiple versions of an instrument are not…

Intelligence quotient (IQ) scores are widely accepted as measures of academic potential. However, both hereditary and environmental factors also play a role in performance. The limitations of IQ tests require that they be handled differently when administered to students from backgrounds other than the dominant cultural group. In addition,…

Responses to over 100 of the most frequently-asked questions about the education of language-minority students are presented for Maine school personnel. The book has 12 sections. The first lists and defines common acronyms, and the second addresses various aspects of student evaluation, including: identification of limited-English-proficient (LEP)…