Retired vice-president of Educational Testing Service asserts that chances for tests being misused are greater than ever. Speech delivered at ETS's Invitational Conference on Testing Problems on October 28, 1972, in New York, New York. (DS)

Following a careful re-evaluation of the entire testing program by the students, parents, staff and administration it was concluded that the problems, the unmet educational needs, of an urban community will not dissipate by doing away with the state or local testing programs. (Author)

Examined were interrelationships between the variables of self concept, vocational adjustment, and parent child relations as related to educable mentally retarded males, ages 17-28 years. (Author/KW)

The symposium discussion topic, the current role of differential psychoeducational assessment and training in the fields of learning disabilities and special education, is presented by Lester Mann and then followed by six responses and Lester Mann's rebuttal. (CB)

Admissions practices no longer can be determined solely by test results and prediction procedures; instead separate preadmissions indices for black and white students must be developed. (IR)

A look at the clinical work of a Student Health physician as it affects dropouts. (IR)

The problem session approach represents a restructuring of traditional testing and evaluation procedures aimed at assessing student achievement and ability. (JS)

Discusses need to humanize test-giving by making individual's best interests major concern. Relates importance of educating public regarding effective programs and school personnel about effective usage. Reviews selected measurement literature. (CJ)

Criticizes traditional conditions of rapport in testing, counseling. Proposes more accurate, practical alternative grounded in conception of person as continually involved with his total situation and reacting to it. Rapport exists when two people recognize reality other's experience. (Author/CJ)

This case study of the Austin Independent School District describes how the philosophy and staffing of a testing program can work together to produce effective results with highly efficient use of student time and minimal clerical burden on teaching staff. (Author)

Administered the Stanford-Binet and Wechsler Intelligence Scale for Children (Revised) to 121 children with developmental problems. Results showed 28 children received absolute differences of 12 points or greater between the Binet and the WISC-R. There were 10 instances of complete incongruence between the Binet and all the WISC-R IQs. (JAC)