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Peer reviewedDavenport, Betty M. – Psychology in the Schools, 1976
In order to clarify the concurrent validity of the Peabody Individual Achievement Test (PIAT) and the Metropolitan Achievement Test (MAT), product-moment correlations were computed for all subscores and total scores for 26 normal-range public school third-grade girls and boys. (Author)
Descriptors: Achievement Tests, Comparative Testing, Elementary Education, Elementary School Students
Renzulli, Joseph S.; Smith, Linda H.; White, Alan J.; Callahan, Carolyn M.; Hartman, Robert K.; Westberg, Karen L. – 2002
This manual describes development and use of the revised "Scales for Rating the Behavioral Characteristics of Superior Students" (SRBCSS-R), a teacher judgment instrument appropriate for use as one measure in the identification of gifted students. Part 1 explains the judgmental and empirical procedures used to revise the items on the original…
Descriptors: Ability Identification, Academically Gifted, Behavior Rating Scales, Elementary Secondary Education
DeMott, Benjamin – Saturday Review/World, 1974
Article focused on the inadequacies of the standard aptitude tests and examined the possibility of opening up new systems for evaluation, thereby easing the rigidities consequent upon over-reliance on any single test. (Author/RK)
Descriptors: Academic Achievement, Academic Aptitude, Critical Thinking, Deans
Raasch, Albert – Neueren Sprachen, 1972
Descriptors: Item Analysis, Language Instruction, Language Skills, Language Tests
Peer reviewedHartley, James – Instructional Science, 1973
There is evidence that pre-tests can have orienting and motivational and teaching functions - in addition to the sought-for testing function. There is also evidence that these additional functions can be either general or specific. The present paper contributes to the ongoing debate by discussing the issues involved in the context of a series of…
Descriptors: Educational Research, Evaluation, Evaluation Methods, Formative Evaluation
Peer reviewedSchudson, Michael S. – Harvard Educational Review, 1972
This essay traces the history of the College Board seeking explanations for what it has become and as well, clues to what it and American education generally might have been. In essence, the original goal of the college boards, a true merit system, has been lost. (Author/AF)
Descriptors: College Admission, College Entrance Examinations, Group Testing, History
Peer reviewedLinn, Robert L.; And Others – Educational and Psychological Measurement, 1972
Existing item response data on three achievement tests were used to compare the use of two sequential testing procedures with conventional testing for purposes of dichotomous decisions on each of the three dimensions. (Author/AG)
Descriptors: Comparative Analysis, Decision Making, Individual Characteristics, Individualized Instruction
Peer reviewedReiter, Henry – Psychological Reports, 1971
Descriptors: Anxiety, College Students, Comparative Testing, Intelligence
Peer reviewedJohnson, Dale L.; Johnson, Carmen A. – Psychological Reports, 1971
Descriptors: Comparative Testing, Cultural Influences, Disadvantaged, Intellectual Development
Peer reviewedWagner, Edwin E.; Hoover, Thomas O. – Perceptual and Motor Skills, 1971
Descriptors: Acting, Behavior Patterns, College Students, Dramatics
Mishra, Shitala P.; Hurt, Maure, Jr. – Calif J Educ Res, 1970
Descriptors: Bilingual Students, Mexican Americans, Predictive Measurement, Reading Readiness Tests
Weber, Bruce A. – J Speech Hearing Disor, 1969
Descriptors: Audiometric Tests, Behavior Change, Exceptional Child Services, Hearing Impairments
McCormick, Clarence C.; Schnobrich, Janice N. – Percept Mot Skills, 1970
Descriptors: Age, Behavior Change, Behavioral Science Research, Early Experience
Tamir, P.; Glassman, F. – J Res Teaching, 1970
Descriptors: Biology, Educational Testing, Evaluation, Foreign Countries
Peer reviewedRidley, Stanley E.; Bayton, James A. – Journal of Consulting and Clinical Psychology, 1983
Examined and compared the validity of Friedman's Developmental Level (DL) and Exner's Developmental Quality (DQ) as measures of cognitive development in children (N=134). Results supported the convergent and discriminant validity of both DL and DQ. The DL and DQ were most strongly related to different types of cognitive ability. (JAC)
Descriptors: Children, Cognitive Ability, Cognitive Development, Cognitive Measurement
