Some aspects of the results from IEA studies of reading are discussed. The instruments used in the studies were a reading comprehension test of the conventional type and a short reading speed test. The studies were conducted with 10- and 14-year-olds and individuals in the last year of secondary school. A supplementary measure, Same-Opposite…

The purpose of the study was to develop a linear programming model to be used for prediction, test the accuracy of the predictions, and compare the accuracy with that produced by curvilinear multiple regression analysis. (Author)

The predictive validity of six tests of academic readiness were determined for Anglo, Black, and Mexican American first-grade children from middle and lower socioeconomic status (SES) homes. The tests were most valid for Anglos; least for Blacks; and more valid for middle than for lower SES children. (Author/GDC)

Part of a special issue on adaptive behavior, the article reviews adaptive behavior research in areas which include the relationship between adaptive behavior and intelligence and school achievement, relationship between different measures of adaptive behavior, predictive aspects, declassification, group differences in adaptive behavior,…

Attempts to resolve the leadership theory controversy between situationalism and the one-best-way approach. Indicates the validity of the latter and the lack of predictive value of the former. Results indicated administrators chose the 9,9 alternative and rejected situationally prescribed answers, reflecting a management by principles (behavioral…

Discusses the use of "free conversation" in oral examinations. The use of "free conversation" to describe structured interviews where the teacher does most of the questioning and the candidate supplies most of the information is inaccurate unless the format of tasks can genuinely allow the exchange of previously unknown information. (CK)

Describes a study comparing portfolio assessment to standardized test results and examining how both predicted subsequent academic achievement as indicated by grade point averages. Indicates that academic achievement could not be accurately predicted by any of three portfolio measures (that is, classwork, reading skills, or responses to text) or…

Constructed and tested for validity the Developmental Rating Scale (DRS), which uses teacher judgments about the academic development of children to evaluate student achievement. Teachers evaluated children at the pre-kindergarten, first-, and second-grade levels using the DRS and the Developmental Profile II (DPII). Found that the DRS, unlike the…

The need in adult education English-for-Speakers-of-Other-Languages (ESOL) classes for a simple, effective placement measure that is inexpensive in terms of both cost and time is noted, and results of a study of the predictive validity of the Wide Range Achievement Test (WRAT) on the achievement scores of adult ESOL students are reported. The WRAT…

This paper reports on a two-part evaluation of the Test of English at Matriculation (TEAM) in use at the University of Edinburgh. TEAM has been used since 1987 to identify entering non-native speakers of English who are likely to be at risk linguistically and who should receive English language support. Separate samples of candidates' scores were…

In order to determine the predictive ability of the standardized scholastic tests used at Crowder College (CC) with regard to academic achievement, the first-quarter grade point averages (GPA's) of two groups of freshmen were compared with their scores on the American College Testing Program Examination (ACT) and the Missouri College Placement…

Since the accuracy and validity of occupational data may vary according to the rating scale format employed, the first phase of the research described in the report employed hypothetical job descriptions from which accurate criterion data could be generated. The second phase of the research required developing an occupational survey instrument…

The Ammons Quick Test (AQT) was investigated to determine the degree to which it could predict first-semester freshman year college grade point average for a sample of 63 specially-admitted Black female undergraduates. A multiple regression analysis indicated that the AQT did not appear to be a valid predictor. (Author/PN)

Used Light's Retention Scale totals, along with measures of achievement, and self-concept to predict academic, emotional, and social status at the end of the repeated first grade. Results suggest that Light's Retention Scale is neither reliable nor valid as a psychometric device. (Author/JAC)

A comparative evaluation was made of the ability of four Academic Tests of the American College Test (ACT) Assessment Program and Descriptive Tests of Language Skills (DTLS) to predict course grades and freshman grade-point average for students enrolled in a basic skills program at a large university. (Author/GK)