The present study assessed the feasibility of using a widely recognized style measure, the Group Embedded Figures Test, with fourth-, fifth-, and sixth-graders. The results were generally favorable with respect ot the test's applicability to these age groups. (Author/PN)

Fifth-grade students (n=154) were given the Group Embedded Figures Test. Distribution characteristics and sex differences were examined. Earlier norms developed for adult samples are substantially different from those of a sample of children. The norms presented here provide a guide for identification of field dependence in children. (Author)

This study attempted to determine whether sufficiently strong relationships existed between listening comprehension level and intelligence (as measured by individual tests) for the former to be used as a predictor of the latter. Ten boys and 10 girls randomly selected from each of grades 1, 3, and 5 were given the individually-administered…

Researchers have attempted to develop paper and pencil Piagetian tests that yield results equivalent to manipulative Piagetian tasks and that can be administered in significantly less time. This study is an attempt to partially replicate and extend the findings of research by Paul Ankeny and Lyle Joyce who found significant positive correlations…

The Class Achievement Test in Mathematics (CATIM) test booklet and teachers' manual are presented. The 45-item multiple-choice test is intended for years 4-5 of the Australian school system, and measures four levels of mathematics skills; knowledge, computation, application, and understanding. Approximately 45 minutes are required to complete…

Examined how well three measures, representing points on a traditional-alternative mathematics assessment continuum, discriminated fourth graders achieving above, at, and below grade level, and how cooperative testing affected performance assessment. Found strong discriminative validity for the more traditional measures but not for performance…

The development of the Test of Logical Thinking (TOLT), a group test of formal reasoning ability that requires students to solve problems and to justify the solutions obtained, is presented. Procedures are described for investigations of internal consistency, construct validity, and criterion-related validity. Items used in prior research serve as…

A group supportive testing procedure and acculturation level are investigated as to their influence upon achievement test scores of 150 culturally diverse inner city school students in grades four through six. The group supportive testing procedure was specifically designed as a facilitation strategy that attempted to mirror the more typical…

Multivariate statistical analysis determined relationships between scores on the Otis-Lennon School Ability Test and the Stanford Achievement Test at grades 2, 4, and 6 for 272 students. The best predictor of achievement at a later grade was achievement at an earlier grade. Implications are discussed. (SLD)

The responses of 194 fifth graders to a questionnaire assessing causal attributions, academic expectancies, and self-evaluation of smartness varied as a function of whether the questionnaire was administered individually or in a group. Children expressed lower and less accurate predictions in the individual condition than in the group condition.…

The development of two new rating scales, a classroom observation schedule and a comparable student self-report questionnaire, is described. Both instruments are designed to measure group self-concept, defined as a social structure exhibiting interactions which indicate values, attitudes, and beliefs that determine the self-perception of a group,…

This study investigated the "customization" of a standardized achievement test to measure the effect on group and individual scores. "Customization" refers to the modification of an existing test to more closely match test specifications of the entity using the test, usually a state or large school district. Results of an…