Explores the potential of the Dominoes'' (D 48) test, a nonverbal analogies test, as a cross-cultural measure of general ability in adolescence and to evaluate the applicability of this test to adolescents in Israel in light of comparable findings obtained from other ability tests in Israel and in other countries. (Author/JM)

Describes an instrument designed to measure an individual's level of cognitive vocational maturity in six areas: Fields of Work, Job Selection, Work Conditions, Education Required, Attributes Required, and Duties. When vocational choices were in agreement with field of interest and ability level, scores on the subtests were higher. Mean scores on…

Summarizes classifications of educational objectives, types of test items, and principles underlying the construction of tests. Indicates that a combination of essay and objective tests is preferable in the overall evaluation of a course. (CC)

Several areas of controversy between Soviet pyschologists and their Western colleagues concerning the usefulness of tests for measurement of mental ability are noted in this article. The author outlines test procedures suggested by Russian psychologist, Lev Vygotsky. (SM)

The present study suggests that although the reliability of an academic aptitude test given under formula-score condition can be increased substantially through empirical option weighting, much of the increase is due to the capitalization of the keying procedure on omitting tendencies which are reliable but not valid. (Author)

In general, faults did make the items easier, with the largest effects occurring for cue and grammar contaminations. (Authors)

A study of the sanctions which control moral conduct was carried out on a sample of 40 primary and secondary schoolchildren. A test of ten moral dilemmas was constructed and used. The most interesting finding was the importance of self-concept as a regulating factor in moral judgment. (Editor)

Describes students' responses to three attitude measuring instruments which were further analyzed with cognitive achievement and census figures as variables. Concludes the presence of a generally positive disposition and its dependence on knowledge possession and parents' education. (CC)

The mental growth patterns of 204 children were investigated on four different test occasions covering a five-year period, ages six to 11. There is no evidence of intellectual differentiation after age six nor is there a systematic decline in size of WISC subtest intercorrelations with increasing age. (Authors)

A sample of over 3,000 mildly retarded adolescents and young adults were administered a newly designed picture-inquiry instrument to measure vocational interest and knowledge. (Author)

An examination of the weaknesses of the common statistical approaches suggests that change scores are unnecessary and often even inappropriate for statistical studies. Alternative statistical procedures are suggested. (Author/VW)

In this comment a recent attempt by Samuel A. Livingston to develop a theory of reliability for criterion-referenced measures is critiqued. For Livingston's rejoinder see TM 500 560. (Authors/MB)