Since the introduction of the Wechsler Intelligence Scale for Children Third Edition (WISC-III), practitioners have raised questions concerning the equivalency of scores on the WISC-III and WISC Revised (WISC-R) in the re-evaluation of students receiving special education services. Since studies with minority students are lacking in this area, a…

Factor analyses identified 3 domains of resiliency with 11 separate factors involving 54 items for exceptional urban students based on 613 parent ratings of an initial pool of 94 items for an experimental Coping with Disabilities Scales. The factors were labeled: Knowledge of Exceptionality; Planning for Needs; and Alternative Thinking for the…

Noting the lack of self-concept research in nonwestern cultures and the need to determine if a western measure of self-image is embedded in the same network of constructs in another culture, this study examined the appropriateness of using the Self Image Questionnaire for Young Adolescents (SIQYA) with Nigerian students. Participating in the study…

The primary objective of this study was to examine the construct validity of two multiple-content testing programs, the multiple-choice Comprehensive Tests of Basic Skills (CTBS/5) and the performance-based Maryland School Performance Assessment Program (MSPAP), by evaluating the true-score longitudinal associations among multiple-content scores…

This report describes four projects that apply Robert J. Sternberg's theories to various aspects of giftedness and gifted performance. Project 1, a construct validation and educational application of Sternberg's triarchic theory of human intelligence, revealed that students who are instructed and whose achievement is evaluated in a way that…

The development of a measure of test anxiety among adolescents, the FRIEDBEN Test Anxiety Scale, is reported. It is a 23-item scale with subscales for Social Derogation, Cognitive Obstruction, and Tenseness. Data regarding replicability and construct validity are reported using responses of 3,858 students in 23 junior high and high schools. (SLD)

Reliability and construct validity of over 1,000 mothers' responses to the Disruptive Behavior Rating Scale-Parent Version were studied. Results indicated excellent internal consistency and test-retest reliability on three subscales (Oppositional, Distractible, and Impulsive-Hyperactive) but only marginal reliability on the Antisocial Conduct…

Established the longitudinal factorial construct validity of the Quality of Life Scale designed originally to measure the well-being of students in Australian high schools. Results for 5,932 secondary students (1993) and 8,269 students (1999) support the factorial construct validity of the measure. (SLD)

The perceptions of students toward conservation and nature utilization and their behavior toward the environment were studied with 725 Danish adolescents and a previously studied group of Bavarian adolescents. Following construct validation, comparison of mean within-region factor values reveals substantial differences between countries. (SLD)

Evidence from 2,063 elementary and secondary school students who took the School Achievement Motivation Rating Scale developed through the participation of 30 teachers supports the internal consistency and stability of scores from the scale. Evidence of concurrent and construct validity is also provided. (SLD)

Examines the construct validity of a scale for 7-year-old children and analyzes the degree of factorial similarity between this analysis and another study performed on 4-year-old children. Results indicate that the cognitive abilities measured by the scale become more general with age and the level of schooling. (RJM)

Studied the dimensionality and construct validity of the School Development Expectation Scale for use with Year 12 students in Australia. Confirmatory factor analysis supported the postulated five-factor model in the validation sample of 8,310 students. The scale was calibrated using the Rasch rating scale, and recommendations were made to refine…

The study of 35 posttreatment stutterers found that magnitude estimation and interval scaling were both valid procedures for measuring speech naturalness. Speech of nonstutterers was judged more natural than speech of treated stutterers. The acoustic parameters most highly correlated with speech naturalness were voice onset time measure and…

Reviews new conceptions of cognitive and conative aptitude, learning, development, and achievement and their assessment. Argues that different purposes for educational assessment require different levels and models of assessment. Strongly suggests research on construct validity and teacher understanding and use of assessment. (FMW)

The development and tryout of an instrument designed to measure college students' attitudes toward alcohol demonstrate the utility of Guttman's facet analysis for developing and validating instruments. Findings from the survey, administered to 1,049 students, support the construct validity of the instrument. (SLD)