One of the major theoretical and practical developments in testing is latent trait analysis and item response theory. This report provides a guide for practitioners in understanding, evaluating, and using these developments to meet their testing needs. (Author)

Two studies investigated the effects of administration modifications on subtest scaled scores of the Wechsler-Intelligence Scale for Children-Revised (WISC-R). Performance scale rated different groups of 57 severely/profoundly hearing-impaired children. Total communication was found to result in higher scores on all subtests in the genetic and…

Global achievement tests are best used for broad purposes (program evaluation) or purposes such as screening which will be followed up with more precise instruments. (SB)

Describes underlying concepts and current issues in communicative testing and illustrates application of these ideas by examining theoretical constructs, issues, and work done so far in relation to second language testing. (Author/BK)

Describes the results of a study which analyzed first-year psychology students' attitudes to notetaking, the number of words noted, and subsequent use of notes as related to test performance. Six references are listed. (CHC)

Total scores from a series of classroom examinations compared with the order in which students completed the tests showed a relationship between completion time and test score. The first half of the students to finish scored significantly higher than the last half. (DS)

Describes a study investigating the comparative effects of objective (multiple choice and true-false) and subjective (short answer essay) quiz items on student academic performance in a personalized system of instruction course. Results showed no substantial differences between the two experimental groups. (Author/CK)

To assess the utility and reliability of Bender test recall in children, 304 children (ages 5 through 14) were individually administered the copy and recall phases using Koppitz's directions. The recall phase was judged to be of doubtful utility in assessing intellectual functioning in children. (Author/SJL)

The choice of a particular reading comprehension passage and testing procedure, whether in research or practice, does not allow generalization to other operational definitions of reading comprehension, suggesting serious limitations in most contemporary reading comprehension research and testing. (JD)

The article discusses two subtests of the Detroit Tests of Learning Aptitude: the Disarranged Pictures subtest which measures visual perception, and Memory for Designs, which assesses recall and reproduction of abstract visual presentation. Diagnostic and prescriptive considerations are reviewed. (CL)

The paper presents information regarding the major components of a basic audiologic test battery and the effects of hearing impairment on certain areas of development. (Author)

Improving achievement testing depends on advances in the conceptualization of the skill domains on which student achievement is assessed. Discussed are the nature, elements, and construction of necessary frameworks for the skill domains of interest. Construction includes strategies for determining component skills, interrelationships among…

Reviews literature showing that formal instruction dealing with the process of how to take tests has been generally effective with students ranging from the prekindergarten through the high school level. (Author/FL)

Threshold variability across repeated measures (N=10) was observed at 250 and 1,000 Hz with five severely hearing-impaired preschool children. Results indicated that variability at 1,000 Hz was within a 10 dB range (except for one measure) across Ss, while variability at 250 Hz was substantially larger, even though false positive responses to…