Presented is a rationale for producing intelligent behavior through operant conditioning rather than predicting it by means of standardized intelligence tests which are said to require circumstances explicitly precluding intervention. (GW)

Author discusses some of the criticisms of performance contracting. (MB)

Old socioeconomic data is useful for defining norm samples since a high degree of stability is demonstrated for census data over a 10-year period. (TA)

Issues involved in identification and definitions of giftedness are examined. Six areas comprising a broad definition are listed, and critical aspects of the identification process are considered, leading to review of a five-step model. Finally, the use of standardized intelligence and reading tests is considered. (CL)

Suggests how administrators can understand the functions and relative merits of standardized tests. Notes that effective testing involves identifying criteria to be tested, techniques for testing these criteria, and standards for evaluation results. Urges principals to encourage the development and improvement of teachers' evaluation skills to…

Discusses factors that affect student scores on standardized tests and the cost-effectiveness of coaching. (WD)

Reviews literature showing that formal instruction dealing with the process of how to take tests has been generally effective with students ranging from the prekindergarten through the high school level. (Author/FL)

One-hundred and sixty-four Black, White, and Latino children (7-15years old) with possible learning disabilities were administered the WISC (Wechsler Intelligence Scale for Children) and the WISC-R (Revised) to examine the similarity in the amount of subtest scatter equivalence of meaning, and degree of equivalent diagnosis between the two tests.

Competency tests may be invalid because people have different kinds of problems. In addition, these tests do not measure the competency of people who solve problems in unorthodox ways. (LS)

Standardized tests of writing fail to measure what they say they measure, to measure what should be measured, and to provide information to guide teachers. There are other ways to obtain comprehensive and reliable descriptions of writing performance. (Author/LS)

Outlines the alternatives to standardized tests that one school uses in charting student progress and in notifying parents of that progress. (IRT)