The study involving 109 children examined a preschool screening survey battery with an aim to validating it in terms of predicting school performance. Measures of general ability, visual discrimination, visual reception, general development, receptive language, language concepts, and positional concepts were the best predictors of school…

Raters are generally able to fake or distort their ratings but are unable even with modest accuracy to estimate what ratings they gave (faked). Users of forced-choice tests should be aware of resentment by respondents. Ideally a supportive work climate should exist. (Author/JAC)

The Child Abuse Potential Inventory significantly discriminated between abusers and nonabusers. The factors were distress, rigidity, child with problems, problems from family and others, unhappiness, loneliness, and negative concept of child and of self. Rigidity, unhappiness, and distress factors were most meaningful in understanding why some…

Two methods used to predict enrollment at Montgomery College in Maryland are compared and evaluated, and the administrative context in which they are used is considered. The two methods involve time series analysis (curve fitting) and indicator techniques (yield from components). (MSE)

Four approaches to prediction of learning success are described and discussed: the two-point model and the technique of multiple regression; the learning test model; the contingency model and the technique of time-series analysis; and the causally defined multipoint model and the technique of path analysis. (BW)

Factorial modeling is justified as a method for analyzing correlations in support of causal inference. The method is illustrated and compared to path analysis, LISREL-type analysis, canonical correlation, and commonality analysis. Predictions of impacts of policy manipulations are demonstrated. (Author/CP)

Ranking students by SAT scores is the same as ranking them by family income, not by merit or accomplishment. (Author)

The chairman of the College Board strongly disagrees with the Nairn report and gives his version of the truth about testing. (Author/MLF)

The efficiency of school readiness test, mental age, and specific sensory and perceptual skills was tested as predictor of word recognition at the end of the first school year. When variables were examined by stepwise regression analysis and partial correlations, school readiness test appeared as the most efficient predictor. (Author)

The effect upon pupil performance of providing elementary level teachers various types of standardized test information was assessed - and found to have little impact on student achievement. (MM)

Most personality tests are based on concepts assessing typical performance, and tests of this sort have not been generally successful in predicting criterion behaviors with useful levels of efficiency. Ability tests, which call for maximal performance, have been much more successful as predictors of criterion outcomes. (Editor)

Concurrent validity of the Strong-Campbell Interest Inventory (SCII) and predictive validity of the Strong Vocational Interest Blank (SVIB) were studied in an 18-year follow-up of a university counseling center group of male college graduate subjects. The SCII had concurrent validity greater than the SVIB. (Author)

A Model predicts a student's academic performance in his first year in a particular department at a university. It uses an aggregate selection score based on aggregate results obtained at a public examination along with a measure of the student's ability in one or more specific subjects or areas relevant to the department. (LBH)

This study examined the diagnostic utility of the Wechsler Intelligence Scale for Children-Third Edition Developmental Index (WDI), a measure of neuropsychological deficits. It found that the WDI performed at chance levels when distinguishing 611 students diagnosed with learning disabilities from those diagnosed with emotional disturbances (n=80)…

Investigated the importance of psychosocial factors in understanding the processes and developmental trajectories affecting academic achievement from school entry to 16 years of age in a high-risk sample. Based on an organizational-developmental perspective, school achievement was conceptualized as a salient developmental issue. Results are…