Evaluated was the effect on standardized test scores of allowing six 4th grade learning disabled children to have a helper fill in the machine scored answer grid according to the child's verbal answers to the test questions. (Author/DB)

Suggests a program involving group counseling, parent and community involvement, altered testing procedures, and concrete help to permit Spanish-speaking students to function comfortably in the American culture while retaining their own indigenous cultural elements. (Author)

Indices reflecting the probability that the observed similarity between the multiple-choice test responses of two examinees was due to chance are presented. Applications are presented for apprehending cheaters and for evaluating the prevalence of this form of cheating on an examination. (Author/JKS)

Considered are limits of accuracy in the frequent administration of standardized achievement tests for deaf students. (Author/CL)

Results show that the incentive group students, as compared with the control group students, obtained significantly higher verbal, performance, and full IQ scores. This suggests that norm-referenced tests as diagnostic placement aids must be used with caution. (Author)

The author describes a valid, reliable, and inexpensive modified pull-up test capable of discriminating among subjects of low strength and endurance. (MJB)

Subjects were randomly assigned to one of three groups: standard WAIS administration; a praise condition with praise for each correct WAIS response; and a self-monitoring condition with direct feedback on response accuracy. Results indicated that specific feedback is effective in inducing IQ test performance change in normal adults. (NG)

The consequences of formula scoring versus number right scoring are examined in relation to the assumptions commonly made about the behavior of examinees in testing situations. The choice between the two is shown to be dependent upon having reduced error variance or unbiasedness as a goal. (Author/JKS)

This paper summarizes three studies that illustrate how application of the three-parameter logistic test model helped solve three relatively intractable testing problems. The three problems are: designing a multi-purpose test, evaluating an multi-level test, and equating a test on the basis of pretest statistics. (Author/JKS)

This response to the Baglin paper (1986) points out the fallacy in inferring that inappropriate scaling procedures cause apparent discrepancies between medians and means and between means calculated using different units. (LMO)

This study was designed to (1) gather Australian data on the Toddler Temperament Scale (TTS), (2) assess age differences on temperament in the one- to three-year-old group; (3) assess the psychometric properties of the TTS; and (4) consider some issues of concurrent validity in the measurement of temperament and behavioral adjustment. (Author)

This response to a previous article concerning the use of the CBEST considers the importance of periodic review of testing and scoring procedures, the uses and improvement of these procedures, and the search for alternatives which better suit the intended purposes. (CB)

A description of the problems that occurred with attempts to conduct drug tests at the 1987 Pan American games leads to a discussion of the legal challenges to drug testing and the need to establish a clear, effective, and fair policy for drug tests of athletes. (CB)