Choosing an appropriate measure of study skills is a requisite in high-quality educational programming, but the information about such tools is limited. This paper compares selected study skills measures in terms of standard psychometric properties to determine salient features of each measure. Three categories of study skills measures are…

A series of questions designed to challenge school administrators to reconsider the purposes, selection, use, and interpretation of tests and test results in their school programs. (Author/DN)

Analyzes the uses that can be made from test data and the influences such data can have on communication with communities, in the evaluation of school's effectiveness, and student's placement. (Author/RK)

Results from the testing of 23 eighth grades with the Structure of Intellect (S.O.I.) Learning Abilities Test to discriminate among abilities and needs of different groups of children indicated the test could be used to identify children with potential learning problems, diagnose needs, and aid educators to select appropriate programs. (MC)

Reasonable and practical solutions to two major problems confronting the developer of any test of educational achievement (what to measure and how to measure it) are proposed, defended, and defined. (Author/PN)

Reports a study of children's responses to a passage-dependent reading comprehension test. (HTH)

Assessed dimensions of adolescent career development using several well-established, objectively scored instruments. Attention was given to the correlations between measures of academic achievement and career development. Correlations among 19 scales administered to (N=237) 11th graders revealed three clusters of converging scale pairs, labeled…

The study investigated the extent to which information obtained from the WISC overlaps with information obtained from the ITPA. A canonical correlation analysis revealed that only 24 percent of the WISC subtest variance is redundant, given the ITPA; while 22 percent of the ITPA subtest variance is redundant, given the WISC. (Author/DB)

Presents a series of articles on training trainers. Sample articles include (1) course description and objectives for train the trainer activities and (2) questions trainers should consider in soliciting participant feedback. (CSS)

Describes a three-step plan is described that general and special educators can use to obtain assessment information from children with linguistically diverse backgrounds. The steps include identifying the assessment's purpose (which involves how students approach learning tasks, apply their knowledge, and attain final outcomes), knowing the child…

A survey of 97 school psychologists found that the majority felt they needed additional training in administering, scoring, and interpreting the fourth edition of the Stanford-Binet Intelligence Scale. Thirty-four percent were using the fourth edition. Rank ordering of instruments of choice was: Wechsler scales, Kaufman Scale, old Stanford-Binet,…

This study examined the efficiency of over 5,000 reading and mathematics screening tests specifically developed for assigning levels of the Stanford Achievement Test, 8th edition (SAT-8), to deaf and hard-of-hearing students. Analysis found the screening tests more effective in assigning student levels for some SAT-8 subtests than for others. (DB)