Describes the techniques used to develop tests for administration to groups of students who cannot read and write. Photographic transparencies coordinated with audio-tape are used. Tabulates reliability and other data for tests designed for the Science-A Process Approach program. (AL)

The research involved construction of appropriate nonreading tests designed to measure the aptitudes underlying the GATB, a study of the interrelationships of the experimental nonreading tests and the GATB for a sample of high school seniors. (Author)

An attempt was made to develop a reliable measure of preadolescents' willingness to share information about themselves (self-disclosure). The completed instrument was used to study the effects of interviewer sex, subject's sex, and interviewer disclosure input on disclosure output in this age group. (Author/NH)

This study was submitted in partial fulfillment of the requirements for the Ed.D. degree at Teachers College, Columbia University.

Defining vocational English as a specific vocabulary of individual words and phases connected with a certain occupation, the author outlines principles of testing, lists types of vocational English tests, and attempts to show that in constructing such tests a whole range of types of question can be used. (FB)

The National Teacher Evaluation Program has developed a competency test for teachers that is the result of extensive consultation with the profession, pretesting, and review. Plans for the future of the test are detailed. (MLF)

A three-facet (items, forms, and testing occasions) random effects generalizability analysis was used to evaluate the precision of each of the five domain measures of the Sex-Role Egalitarianism Scale. The recently developed scale measures attitudes toward the equality of males and females. (Author/PN)

Item banks for use in developing tests keyed to the provincial mathematics curriculum were developed at the grade 3/4, 7/8, 10/11 levels. The Rasch model calibrated all items. The banks have been used to produce 11 Ministry of Education tests and as a source for the 1981 B.C. Mathematics Assessment. (BRR)

Robitaille and O'Shea used the Rasch model in developing a set of 40-item mathematics achievement tests. The Rasch model is inappropriate for such a purpose; their article presents the model in a too favorable light and continued application of the model encourages less desirable educational practice and misdirects scarce resources. (BRR)