The Minnesota Importance Questionnaire (MIQ) is a 210-item pair-comparison instrument designed to measure 20 vocationally relevant need dimensions: (1) ability utilization, (2) achievement, (3) activity, (4) advancement, (5) authority, (6) company policies and practices, (7) compensation, (8) co-workers, (9) creativity, (10) independence, (11)…

To compare the reliability of performance on recorded dictation tests with performance on live tests, 216 university students who were nearing completion of an intermediate shorthand course and 26 job applicants seeking stenographic positions were divided into 10 groups, with five receiving live dictation and five receiving recorded dictation. The…

The testing procedures used in an introductory psychology class at Utah State University are described. Students who had either taken the course earlier or were concurrently enrolled in the class served as testing managers. Rooms were capable of supporting up to 250 students during class time for written exams. "Permits" to take a test have…

Presents survey results of 24 examination boards concerning their positions on the use of electronic calculators in exams. (CP)

Reanalysis of Wakefield and Carlson's data confirmed canonical correlations of .84 and .69, but analysis of redundancies revealed that only 34 percent of the total WISC subtest variance is redundant with the ITPA and 39 percent of the ITPA subtest variance is redundant with the WISC. (Author)

This report discusses deep curriculum alignment and is designed to serve as a practical guide to an educational strategy that embraces the philosophy of "what is tested is what is taught." Chapter 1 describes misconceptions and misuses of rhetoric about public education, popular myths about tests, and the nature of curriculum alignment.…

Educational accountability demands that students take tests. Parents and guardians, being committed to their children's academic success, often ask teachers and other educators questions about tests and testing procedures. This chapter provides practical, straightforward responses to many of the questions parents and guardians ask about testing.…

In response to Goldman's allegation in volume 4 of this journal that testing and counseling are not complementary, the author describes the Career Planning Program which represents one attempt to improve the relationship between tests and counseling. (Author)

The results of this experiment clearly indicate that the presence of induced anxiety in a testing situation can depress the subject's level of performance on the WISC. (Author)

Suggestions for implementation of a brief, inexpensive program for reducing test anxiety are made in this article. Listening to a brief relaxation tape, listening to a test orientation tape, or having an individual supportive interview with a counselor all reduced test anxiety in a population of rehabilitation center clients. (Author)

Percentile scores appear to be the easiest standardized test scores for parents to understand. Yet in this true-false test, Hills reveals commonly held misconceptions about percentile score reports. (LC)

Investigated examiner errors on 46 protocols completed by certified and/or licensed clinical and school psychologists. Findings showed that nearly 83 percent of the protocols contained at least one error, about one-half containing errors that resulted in an incorrect Mental Processing Composite Global score and/or Achievement Global score.…