Examines the value of various types of college admission criteria and states that the most accurate predictors of future academic performance used to interpret grades earned at other institutions are the grade point average in previous courses and entrance achievement tests. Interviews and recommendation letters are of little value. (MF)

Even in an educational tests and measurements classroom it is possible to stimulate student creativity and divergent thinking. Examples of projects and test constructions are given to provide food for thought for the creative teacher. (JN)

Addresses the importance of IQ tests in the processes by which Chicago elementary school students are placed in classes for the mentally retarded. Describes the impact of IQ scores on students' future educational and vocational careers and the impact on Black youngsters of the "educably mentally retarded" label. (JW)

Reviews validation studies on ten procedures for diagnosing learning disabilities. Evaluates special knowledge claims of learning-disabilities specialists. Author finds procedures often lack sound empirical base, yet diagnosis/labeling of children as learning disabled continues. Concludes that specialists resort to bilogical explanations for…

Three classifications of 6- through 12-year-old children (388 nonretarded, 115 educable mentally retarded, and 85 trainable mentally retarded) were evaluated on the public school version of the Adaptive Behavior Scale by their teachers. (Author/SBH)

Many vocational interest inventories in common use are sex restrictive in that scores obtained by males typically suggest "men's work" while those obtained by females suggest "women's work." Recent research on sex restrictiveness in basic vocational interest scales is summarized. (MLW)

The Estes Reading Attitude Scale evidences good internal consistency and solid convergent validity. It is a useful global reactive assessment of school-oriented attitude toward reading in intermediate grades. (Author/SB)

The generalizability and validity of student ratings were examined by studying within-class and between-classes correlations of ratings with other variables for regular faculty and their teaching assistants. Most ratings are generalizable, but only some are related to learning. Certain aspects vary with instructor's role and the level of data.…

Thirty-one court cases are reviewed to determine standards set by the courts in their assessment of the content validity of paper-and-pencil personnel selection tests. Specifically, three major issues are examined: validation strategy, job tasks and requirements, and test development. (Author)

This article discusses an experiment carried out with university English as foreign language students to test the validity of multiple choice examinations for reading comprehension. (CFM)

The development of the Estimate of Self-Competence Scale is described. The instrument was designed to measure generalized expectancy of task success. Reliability and validity data are provided. (Author/JKS)

Standard graphic, behaviorally-anchored, and mixed standard scales were used to investigate the relationships among scale types, instructor leniency, and ratings of college instructors by college students. (JKS)

The benefits of using essay tests rather than objective tests in professional education programs are discussed. Essay tests offer practice in writing, creativity and formal communications. Guidelines for using and scoring a sample essay test in biology are presented. (BH)

Results of the study reported include indications that student evaluations of college instructors tend to be higher when not anonymous and that undergraduate students' evaluations of instructors are lower after course marks are received. Problems associated with the use of student evaluations of instructors are discussed. (JMD)

To examine the premise that an overall cutting score on Basic Medical Sciences (BMS) tests allows medical students to enter clinical training despite deficiencies in certain subjects, cutting scores on four BMS tests were compared with those of discipline subtests. The original premise was not supported. (MH)