Examines objectivity as a criterion for excellency in language tests through a critical presentation of the characteristics of objective tests. This examination leads to a discussion of what the best approach to testing language might be, endorsing a combination of integrative and objective techniques. (Author/MES)

No WISC-R IQ scale is immune to serious scoring errors. Inspection of the standard deviations reveals that the score an examinee receives for a given performance on WISC-R content can easily vary by six to eight IQ points. (Author)

A reliability coefficient of 0.91 was obtained between pre- and posttest administrations. Internal stability was highest for total score, the subtests measuring form tests and function words, and grammatical categories. Low coefficients were obtained for the subtests of morphological construction and syntactic structure. (Author/DLS)

The fundamental Reading Competencies Test assesses proficiency with respect to well-defined functional reading skills of high school students. Validity and reliability data for the test are presented. (Author/JKS)

The ability of the Stanford Early School Achievement Test (SESAT) to predict scores on the Stanford Achievement Test (SAT) was assessed, using pupils in grades 1 and 2 from a large midwest suburban school district. Observed SESAT-SAT correlations ranged from .257 to .723. Author/CTM)

Data from 182 teachers showed the Educational Attitude Survey to be a factorially valid and highly reliable measure. Its 16 items yield three scores: administrative aspects of mainstreaming, educational aspects, and total score. (Author/CP)

Tailored testing by Cliff's method of implied orders was simulated through the use of responses gathered during conventional administration of the Stanford-Binet Intelligence Scale. Tailoring eliminated approximately half the responses with only modest decreases in score reliability. (Author/BW)

The reliability of the four-factor model of the survey of study habits and attitudes (SSHA) was investigated. The reliabilities of the scales were marginal as measured by coefficient alpha. The hierarchical model of the SSHA was not supported by confirmatory factor analysis. (Author/BW)

Test papers of seventh-grade examinees were scored using students' initial responses, then rescored using their final responses on a subtest of the Metropolitan Achievement Test. Results indicate that reliability coefficients and item discriminations are not adversely affected by examinee response changes. (Author)

A study to develop a short form of the Wechsler Intelligence Scale for Children-Revised (WISC-R) for the intellectually gifted showed the Vocabulary and Block Design comprise the best two-subtest short form. The Similarities, Vocabulary, Block Design, and Object Assembly tetrad could be most useful in time and reliability. (Author)

A dozen different approaches that yield 13 reliability indices for criterion-referenced tests were identified and grouped into three categories: threshold loss function, squared-error loss function, and domain score estimation. Indices were evaluated within each category. (Author/RL)

Investigated scoring agreement among three different training levels of Visual Motor Integration Test (VMI) diagnosticians. Correlational data demonstrated high interexaminer reliabilities; however, there were gross errors in precision after raw scores had been converted into VMI age equivalent scores. (Author/RC)

Provides a brief synopsis of the utility of Minnesota Multiphasic Personality Inventory (MMPI) short forms with psychiatric, medical and normal samples. Strengths and limitations of each MMPI short form are discussed. (Author)

An alternative to the uniform probability distribution model for ordinal data is considered. Implications for statistics and for test theory are discussed. (JKS)

The article focuses on the controversy over norm-referenced v criterion-referenced measures (CRM) in assessment of learning disorders. The authors contend that while the reliability of CRMs is generally indisputable, the validity of measures designed from local curricula is still dependent on the intuitive judgments of teachers. (Author/SBH)