Two hundred-sixteen fifth- and sixth-graders were dichotomized on attitude toward school (positive or negative) and randomly assigned to three conditions in which they were instructed that they were about to take either an Intelligence, Achievement, or a Routine test. Results of analysis of variance on Kuhlmann-Anderson scores revealed significant…

It is argued that achievement test means, based on group scores, or other district-wide summary scores do not provide valid measures for diagnosing curriculum weaknesses nor for initiating curriculum changes. Group scores are probably valid for some purposes, but should not be used as criterion variables for evaluating the effectiveness of…