Discussed students' self awareness in attempting to predict how they perform on tests. (RK)

Out-of-level'' testing is the assigning of pupils to levels of a standardized test on the basis of previous test scores rather than their present grade assignment. Test results of 1500 children were reviewed to see if their performance supported the rationale behind the practice. (Author/CB)

If scoring programs can generate pupil performance information that can be translated into teaching prescriptions, standardized tests can inject some objective dimensions into teacher assessment of pupil progress. Only when tests provide this focus in the instructional cycle can they regain some of their relevance as a school activity. (Author)

Study was designed to assess the relative value of three sources of information in assigning parents to the occupational classifications employed in the standardization of the WISC. (Authors)

Article asks to upgrade the teaching profession and thereby better serve the youth. (Author/ML)

Performed computations for each of nine age groups to determine the frequency in the standardization sample of specific Verbal-Performance discrepancies on the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Discusses the importance and possible applications of such frequency data. (WAS)

This study examined the hypothesis that the Wechsler Verbal/Performance Intelligence quotient discrepancy would be larger or more frequent for persons classified as exhibiting a psychopathic delinquent adjustment than for persons classified as either neurotic or subculturally delinquent. (Author/PN)

Examined the effects of varying one test parameter, the confederates' prompt latency, on the heterosocial performance of 140 low- and high-frequency male undergraduate daters. The results indicated that these variations altered the test's content as well as the test's absolute difficulty level. (Author/RC)

Six statistical methods for identifying possible sources of bias in standardized test items are presented. The relationship between chi-squared methods and item-response theory methods are also discussed. (Author/BW)

Performed confirmatory factor analyses on the standardization data for the Wechsler Intelligence Scale for Children and the Wechsler Intelligence Scale for Children (Revised) to test competing two- and three-factor hypotheses. Results slightly favored the three-factor solution, but must be weighed against the greater convenience of the two-factor…

MAT and GRE scores were equated by regression, conditional mean, linear and equipercentile methods using data from a sample that had taken both tests. The regression and linear methods were preferred, and shown to be equivalent when the correlation between scales is perfect. (Author/RL)