Over forty articles dealing with studies of affective variables were analyzed in this report of the Elementary School Subcommittee of the National Council on Measurement in Education's Task Force on Measurement of Affective Outcomes. The measurement problems were of both a theoretical and practical nature. The greatest practical problem is…

Self-concept questionnaire was shown to have high test-retest reliability, but only fair to moderate split-half (odd-even) reliability. Validity was adequate. The scale will serve as a heuristic device for family counselors who require a rapid assessment of a child's self-esteem. (Author)

Three multiple-abilities batteries--the Comprehensive Ability Battery, Differential Aptitude Tests, and General Aptitude Test Battery--are briefly discussed, and results of a study involving cross-correlations of the tests in these batteries are presented. (Author/JKS)

Reliability and validity data on the Personal Attribute Inventory for Children (PAIC) are reported. The inventory correlated with the Piers-Harris Children's Self-Concept Scale at .32 and had a test-retest reliability of .88 over a four-week span. Different PAIC results were obtained for eighth grade students. (JKS)

The Beery Developmental Test of Visual Motor Integration consists of 24 geometric forms that are to be copied into a test booklet. This study demonstrated the ability of the test to predict academic achievement in preschool children. (Author/JKS)

Three essentially parallel forms of the Dimensions of Self-Concept scale were factor analyzed using three samples of students: one elementary school sample, one junior high school sample, and one high school sample. Results are interpreted in terms of the reliability and validity of the scale. (Author/JKS)

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test, using the Slosson Intelligence Test For Children and Adults as the predictor. Results indicate that the Slosson IQ significantly predicts Wide Range standard scores. (Author)

This study evaluates the reliability of profile analysis for assessing differential abilities on the McCarthy Scales for Children's Abilities (MSCA). Subjects were enrolled in private schools. Results indicated 70.9 percent of the sample showed profile variability not reasonably accounted for as real fluctuations in measurable abilities. (Author)

Past practice of operationalizing the concept of fakeability of psychological tests is reviewed. The strengths and weaknesses of these indices are discussed in the light of a proposed new definition of fakeability based upon Naylor's model of measurement accuracy. (Author/JKS)

Self Directed Search (SDS) raw score and same-sex normed standard score codes were obtained on a sample of 16- to 18-year-old New Zealand high school students. The 59 boys and 59 girls who showed differences in the first letter of their codes rated the attractiveness of selected DOT job descriptions. (Author)

Stability of the WISC-R subtest profile for 161 learning disabled (LD) children over a 7-month test-retest interval was examined. A unique subtest profile reported earlier was replicated. Performance IQ was significantly greater than Verbal IQ at both testing occasions. (Author)

Research is presented on the construction of job families based on Position Analysis Questionnaire data. The data were subjected to a component analysis. Results were interpreted as sufficiently encouraging to proceed with analyses of validity generalization within the job families. (Editor/RK)

The concurrent validity and reliability of abbreviated versions of the WISC-R were estimated for a group of one hundred children between six and sixteen years of age. These abridged scales offered satisfactory estimates of reliability and validity. (Author/JKS)

An analysis of the profiles of 1,243 secondary school students showed that 45 percent had the same Group cluster as their peak interest on two successive years, demonstrating the stability of the COPSystem interest classification. (Author)

Discusses the various factors required in the construction and validation of affective scales and synthesizes viable procedures drawn from several widely accepted sources. (HOD)