The history of intellectual assessment with children and youth in Peru is presented from the foundation of scientific psychology in Peru until now. Current practices are affected by the multicultural ethnolinguistic diversity of the country, the quality of the different training programs, as well as by Peruvian regulations for becoming an academic…

Confirmatory factor analyses of the third edition of the Wechsler Intelligence Scale for Children (WISC-III) using the Canadian normative sample (n=1,100 children) were conducted to verify the four-factor model found in the U.S. normative sample. Results paralleled those of the U.S. sample and support use of the WISC-III factor indexes. (SLD)

When adult versions of tests of spatial ability were modified and administered to 94 boys and 99 girls in Norway, results indicated that spatial ability is a more unified trait in boys than in girls, in whom spatial abilities are more heterogeneously organized. (SLD)

This study examines the differences of approaches to second language testing in West Germany in regard to linguistic bases, pedagogical aims, and the desired degree of standardization and empirical quality control. One approach demands a curriculum-integrated diagnosis of language development aiming at a highly differentiated description of the…

Examines the relationship between childrens scores on a standardized test of musical aptitude, Gordons Primary Measures of Music Audiation, and their performance on specific musical tasks. Suggests a need for a type of test that provides a broader perspective of childrens musical abilities, since there is no correlation between the test and tasks.…

Using age norms in the Neale Analysis of Reading Ability-Revised assessments of reading ability can distort the diagnosis of reading difficulty, as evidenced in the assessment practices of the New South Wales (Australia) Department of Education. Grade-normative data (year-level norms) and abandoning the reporting of precise reading scores are…

S. Matthey shows that errors may be inherent in the misuse of age-normative data in assessing reading ability. However, Matthey ignores the policies and procedures of the New South Wales (Australia) Department of Education to guard against such misuse. (SLD)

Presents nine articles dealing with aspects of testing and the role of the school counselor. Topics include interpreting test scores, testing problems and solutions, developing tests to predict dropping out, sex bias in vocational testing, detecting bias in standardized tests, assessments of reentry adults, and interest tests for adults. (JAC)

Nine papers are presented that focus on the Raven Progressive Matrices tests. An overview of research on the Progressive Matrices; a review of international norming studies; recent data from China, Hong Kong, Brazil, New Zealand, and Australia; and a comparison of data for retarded and nonretarded children are presented. (SLD)