Problem Statement: Physical therapist (PT) students report discord between what they learn in the academic environment and what they experience in clinical practice. Despite increasing reporting requirements, standardized tests and measures (STMs) are not well integrated into routine clinical practice. The primary purposes of this study were to:…

Purpose: Standardized tests are one of the primary assessment tools used by speech-language pathologists (SLPs) to diagnose child language impairment. Numerous child language tests are commercially available; however, it is unknown what factors lead clinicians to select particular tests to use in clinical practice. This study investigated whether…

Recently, educational researchers and practitioners have turned to value-added models to evaluate teacher performance. Although value-added estimates depend on the assessment used to measure student achievement, the importance of outcome selection has received scant attention in the literature. Using data from a large, urban school district, I…

Twenty people with suspected intellectual disability took the Reynolds Intellectual Assessment Scales (RIAS; C. R. Reynolds & R. W. Kamphaus, 1998) and the Wechsler Adult Intelligence Scale--3rd Edition (WAIS-III; D. Wechsler, 1997) to see if the 2 IQ tests produced comparable results. A t test showed that the RIAS Composite Intelligence Index…

Some aspects of test reliability are discussed. Topics covered are: (1) how high should a reliability coefficient be?; (2) two factors affecting the interpretation of reliability coefficients--range of talent and interval between testings; (3) some common misconceptions--reliability of speed tests, part vs. total reliability, reliability for what…

This study attempts to respond to the suggestions of Stewart and Jones and the criticisms of Sattler and Buckhalt by assessing the precision of the Slosson Intelligence Test (SIT) in predicting Wechsler Intelligence Scale for Children-Revised (WISC-R) scores with a population of restricted range (gifted children), and examining the consistency of…

Do choice-type tests (multiple-choice, true-false, etc.) measure the same abilities or traits as free response (essay, recall, completion, etc.) tests? A large number of studies conducted with several different methodologies and spanning a long period of time have addressed this question. In this review, attention will be focused almost…

Assessed dimensions of adolescent career development using several well-established, objectively scored instruments. Attention was given to the correlations between measures of academic achievement and career development. Correlations among 19 scales administered to (N=237) 11th graders revealed three clusters of converging scale pairs, labeled…

The study investigated the extent to which information obtained from the WISC overlaps with information obtained from the ITPA. A canonical correlation analysis revealed that only 24 percent of the WISC subtest variance is redundant, given the ITPA; while 22 percent of the ITPA subtest variance is redundant, given the WISC. (Author/DB)

This study is phase one of a 4-year project. It was aimed at examining the predictive validity of six preschool screening instruments on later academic achievement. The six instruments were (1) the Stanford-Binet Intelligence Test, (2) the Sprigle School Readiness Screening Test, (3) the Anton Brenner Developmental Gestalt Test of School…

Item-test correlations are compared to item test-retest correlations as measures for selecting items in test construction. The author concludes that the item test-retest method is superior for item analysis which aims at getting shorter tests while maintaining test stability. (Author/JKS)

This summary of two dissertations involves a comparison of two procedures for measuring speaking and writing proficiency in French and German. Both studies used the MLA Cooperative Foreign Language Proficiency Tests. Findings indicated a strong relationship between native-rater speaking scores and scores on the MLA speaking test. (CHK)

A 4-year United States Office of Education prekindergarten-kindergarten series of research studies has provided data useful in predicting school success. The present study compares test scores of the Complete Assessment Battery administered before the children entered kindergarten with scores of the same children on the Metropolitan Readiness…

A procedure is proposed for determining whether correlations obtained between two measures justify the assumption that the measures are identical. It is intended especially for small samples. In the example, the performance scales of two intelligence tests were administered to 32 deaf adolescents. (GDC)

The relationship between total scores and interrelationships among certain similarly named subtests of the Metropolitan and Stanford Achievement Tests are considered. The correlation of total scores for the two batteries was .89, indicating that the batteries measure essentially the same things. If one were interested in selecting a battery to…