The 1960 and 1972 revisions of the Stanford Binet, form LM are compared. The normative tables are examined in detail and the adequacy and usefulness of the 1972 revision is evaluated. The author concludes that the 1972 restandardization procedures reveal notable deficiencies which cause it to compare unfavorably with the McCarthy Scales and the…

Concludes that where significant interaction between the child and the examiner took place, black children achieved their highest scores on the Wechsler Intelligence Scale for Children with a white examiner. (RB)

Reviews the "Quick-Score Achievement Test" (Q-SAT), an individually administered measure of school achievement for use with students aged 7-18, which has two forms and yields scores for reading, writing, arithmetic, facts, and general achievement. (SKC)

THE EXTENT OF THE RELATIONSHIP OF THE BOTEL READING INVENTORY, FORMS A AND B, AND SELECTED STANDARDIZED TESTS TO THE INSTRUCTIONAL READING LEVEL OF PUPILS IN GRADES 1 TO 6 WERE INVESTIGATED TO PROVIDE EVIDENCE CONCERNING THE VALIDITY OF THE TESTS. THE COOPERATIVE CHECKOUT WAS EMPLOYED AS A CRITERION. TEACHER OBSERVATION AND PUPIL ORAL READING…

Today's psychological measurement depends almost exclusively on the "standardized test." A certain amount of non-standardization, however, exists in the administration of any standardized test, with the amount unknown for any given test score. Time limits on tests pose a bigger problem since another variable is introduced, pressure. Test taking…

The purpose for which a test is needed is the most important criterion for deciding which type of student assessment tool should be used. Standardized tests were developed as sorting instruments based upon certain views of knowledge and learning. Educators, according to their own values, must either bring standardized tests more into line with…

The emergence of computerized adaptive tests (CATs), which customize assessment for each individual, may mean more efficient testing. A CAT version of the Graduate Record Examination is in production. Critics have many questions about the technique, which is based on item response theory. (MSE)

Discusses the future of computerized adaptive testing (CAT), i.e., experimental tests developed by the Educational Testing Service in response to criticism of the Standardized Aptitude Tests (SATs). CAT examinations are individually tailored to each test taker, and researchers believe they are more predictive than conventional SATs. (JJD)

A model for assessing the developmental skills of handicapped children is presented, for school psychologists. Stressing the relationship between assessment, intervention, and program evaluation, it is consistent with Public Law 94-142. Three assessment methods are recommended: parent interview, observation, and adaptive use of standardized tests.…

The Wechsler Individual Achievement Test assesses achievement in students in grades K-12, with subtests in reading, mathematics reasoning, spelling, reading comprehension, numerical operations, listening comprehension, oral expression, and written expression. The test was developed to assist in identification of students with learning…

This instrument assesses readiness for school in preschool disadvantaged children. Two forms, A and B, are available and it is recommended that one be used as a diagnostic pretest and the other as a progress measure. The test is an individually administered, non-verbal, untimed, but paced instrument. The child responds to questions, given in…

Sixty teachers responded to questions about the permissibility of 51 possible test modifications for pupils with disabilities on South Carolina-mandated criterion-referenced tests. Results indicated that teachers were not very knowledgeable about which modifications are allowed, and with few exceptions, special educators were no more informed than…

Examines what it takes to build a "learning community" designed to help all children receive a quality education on equal terms. The characteristics of communities of learners are described, and barriers to developing democratic learning communities are shown in the areas of leadership, testing and grouping, parent participation, and the…

This paper examines long-range problems caused by test-controlled schooling. It looks at the demands of both curricular and accountability uses of tests from the point of view of the urban school district's testing office. On the basis of interviews with 12 New Orleans teachers and the experiences of the authors in working in two large city…