In the attempt to identify or prevent unfair tests, both quantitative analyses and logical evaluation are often used. For the most part, fairness evaluation is a pragmatic attempt at determining whether procedural or substantive due process has been accorded to either a group of test takers or an individual. In both the individual and comparative…

Providers of tests of languages for academic purposes generally claim to provide evidence on the extent to which students are likely to be able to cope with the future demands of reading in specified real-life contexts. Such claims need to be supported by evidence that the texts employed in the test reflect salient features of the texts the test…

A system was designed and constructed capable of totally automating the administration of several psychological tests and treatment procedures. It is described here. (Author)

The validity of the Lollipop Test: A Diagnostic Screening Test of School Readiness was examined using the Metropolitan Readiness Test (MRT), Level I, Form Q, as the criterion. Appreciable concurrent validity was found across test batteries. Implications for school readiness screening are discussed. (Author/BS)

Samples of entering first-grade students were used to examine the predictive validity of the group administered Metropolitan Readiness Test (MRT) and the individually administered Meeting Street School Screening Test (MSSST). The advantage of the latter was found to possibly outweigh the advantage of efficiency in group administration. (Author/GK)

Describes validation procedures used with an individually administered test involving a branching program format to assess students level of cognitive achievement in biology. Reports results of comparisons of classes of teachers with BSCS or non-BSCS backgrounds. (AL)

This article describes a device used to array the pieces of the Object Assembly Test, a subscale of the Wechsler Intelligence Scales for Children, in exact standardized order in less time than is now needed and without a screen, thus guaranteeing that the subject will have no previous experience with the pieces. (Author/BY)

Reviews the "Quick-Score Achievement Test" (Q-SAT), an individually administered measure of school achievement for use with students aged 7-18, which has two forms and yields scores for reading, writing, arithmetic, facts, and general achievement. (SKC)

Concludes that the test has basic problems in construction, interpretation, validity, and reliability. (FL)

A multitrait-multimethod matrix was used to ascertain the convergent and discriminant validity of the subtests of the Peabody Individual Achievement Test. Correlations among scores earned by educable mentally retarded children on PIAT and WRAT subtests were similar to those reported for retarded adolescents by Sitlington (1970). (Author)

Researchers sometimes need a statistical test of the hypothesis that two values of Cronbach's alpha reliability coefficient are equal. The situation may involve scores from two different measures administered to independent random samples or from the same measure administered to random samples from two different populations. Feldt derived a test…

THE EXTENT OF THE RELATIONSHIP OF THE BOTEL READING INVENTORY, FORMS A AND B, AND SELECTED STANDARDIZED TESTS TO THE INSTRUCTIONAL READING LEVEL OF PUPILS IN GRADES 1 TO 6 WERE INVESTIGATED TO PROVIDE EVIDENCE CONCERNING THE VALIDITY OF THE TESTS. THE COOPERATIVE CHECKOUT WAS EMPLOYED AS A CRITERION. TEACHER OBSERVATION AND PUPIL ORAL READING…

Research to date on adaptive (sequential, branched, individualized, tailored, programmed, response-contingent) ability testing is reviewed and summarized, following a brief review of problems inherent in conventional individual and group approaches to ability measurement. Research reviewed includes empirical, simulation and theoretical studies of…