The most reliable test is the student made or question-test". Suggestions for administering and grading this type of test are presented. (AF)

Discusses the sociology of examinations, their interaction with teachers, with aims and philosophy of teaching programs, and with students. Emphasizes the need to (1) construct valid tests, (2) test for understanding instead of memory, and (3) use meaningful grading procedures. (LC)

The validity of using Graduate Record Examination (GRE) scores either as admission to, or graduation from the Brigham Young University library school is questioned. (SJ)

Results suggest, first, that the test anxiety scale, both the worry and the emotionality components, is stable over at least a ten week period and, secondly, that this stability is not disrupted by the situational input of variations and examinations stress. (Author)

Carefully collected, quantifiable evidence must be assembled regarding not only the content representativeness of a test but also the significance of that content. In addition, the concept of "adequacy of preparation" should be seen as separate from the issue of content validity. (Author/GC)

Preservice and inservice teacher education programs should incorporate the teaching of test wiseness in their curricula. (CMJ)

Describes an education professor's antipathy toward standardized tests, based on first graders' reactions to three days of year-end standardized testing. Although many respondents felt good about themselves as learners, most did not do particularly well on the tests. Standardized tests are not the best way to measure young children's learning…

Examined similarity of scores of 30 learning disabled students (aged 16 and 17) on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Results documented similarity between WISC-R and WAIS-R for 16 year-olds who were learning disabled and had average intellectual ability.…

Studies involving groups administered the Wechsler Adult Intelligence Scale (WAIS) and the WAIS-Revised were examined to determine the validity of J. R. Flynn's (1987) findings of massive intelligence quotient gains in a single generation in many nations. Results for sampled adults support Flynn for the average intelligence range only. (TJH)

Summarizes issues associated with psychological assessment, concluding that: psychological test validity is strong and is comparable to medical test validity; distinct assessment methods provide unique sources of information; and clinicians who rely solely on interviews are prone to incomplete understandings. Suggests that multimethod assessment…

Reports on a study that uses a range of analysis techniques to present validity evidence and to explore the equivalence of two revised and expanded versions of the Vocabulary Levels Test. (Author/VWL)