Texts often suggest running preliminary tests for homogeneity of variance prior to running an ANOVA. While it has been known for some time that most of the suggested tests are probably not appropriate, they are still being used. This paper is a review of the literature in terms of the implications involved in running preliminary tests in general…

In April 1974, allegations were made that students, teachers, and the general public had access to the New York Citywide Reading Test prior to its administration, and the results, therefore, were invalid. In the face of these allegations, New York City developed a strategy for the administration of a secure test: a test never before available in…

A number of different ways of ascertaining whether or not a test measures the same thing in different cultures are examined. Methods range from some that are obvious and simple to those requiring statistical and psychological sophistication. Simpler methods include such things as having candidates "think aloud" and interviewing them about how they…

The paper considers the controversies of standardized tests and group differences as they relate to the formation of public policy. The overlapping or confounding issues of standardized tests and group differences have long since become matters of public policy. Neither separately nor jointly can the issues be resolved within the confines of…

To shed as much light on the declining test score phenomenon as possible, pertinent American College Testing data are presented here in a succinct question and answer format. (JY)

The utility of setting standards for educational decisions, even though those standards may be somewhat arbitrary, is defended in this response to Glass's article (TM 504 031). (JKS)

According to John W. Alkinson, a University of Michigan psychologist, the recent decline in scholastic aptitude test scores may be due to overly-high motivation among students. Concerned about increased competition for college and the importance of their test performance, students may become too excited to do well. (SJL)

Concludes that subjects are misled by errors they make on earlier items in cloze tests. (RL)

Self-concept levels were studied in 109 postsecondary deaf adolescents, using the Tennessee Self Concept Scale (TSCS). (Author/DLS)

Explores (1) problems of the validity of tests of spatial ability, and (2) problems of the recessive gene influence theory of the origin of sex differences in spatial ability. Studies of cognitive strategies in spatial problem solving are suggested as a way to further investigate recessive gene influence. (Author/RH)

The place of testing in education is discussed. It is concluded that tests should be used as the supplements they are intended to be, and they should be used after thorough examination of their suitability has been made by test and education experts. (Author)

The authors argue that the usefulness and legitimacy of measuring student growth depend upon the purpose for which the scores will be used. They conclude there are many situations in education in which measurement of student growth is possible, justifiable, and informative. (Author)

The validity of the Kinesthetic Aftereffect (KAE) as a measure of personality has been criticized because of KAE's poor test-retest reliability. However, systematic bias effects render KA E retest sessions invalid and make test-retest reliability an inappropriate measure of KAE's true reliability. (Author/CTM)

The purpose of this article is to demonstrate that commonly used standardized intelligence scales are free from the alleged inherent flaws that presumably result in discriminatory assessment. It is concluded that psychologists have succeeded in developing non-discriminatory scales for assessing IQ to a greater extent than is popularly believed.…

In the study which involved 618 normal and 2,821 hearing impaired students using 13 subtests of the 1964 Standard Achievement Test, Intermediate I Battery, 26 items were identified as biased against hearing-impaired examinees. (Author/SBH)