A sample of 640 children between 2.5 and 6 years old provided norms for scales of the Revised Gesell Preschool Examination. Scales focused on motor, adaptive, verbal, number, and personal and social development. A total of 272 children were reevaluated at 8.5 years on 22 variables derived from teacher ratings, parent questionnaires, and tests. The…

Argues there is limited research data about student knowledge of economic concepts at the secondary school education level. Describes the development, validation, and national norming of the revised Test of Economic Literacy (TEL) and presents findings from the 1986 pretest analysis of the revised TEL. (BSR)

In April 1986 the Congressional Budget Office issued a report, "Trends in Educational Achievement," which shows that the trend in rising standardized test scores began in the elementary grades in the mid-1970's and is not due to the current educational reform movements. (MD)

Recent work with the F-K index of the MMPI (Minnesota Multiphasic Personality Inventory) has reaffirmed its usefulness for identifying dissimulation. Presents normative tables for the F-K index based on a contemporary normative sample of 335 normal women and 304 normal men. (Author/ABB)

Analyzes the contribution of gender, ethnic status, age, and school classification to the five factor scores and the comparison score of the Adaptive Behavior Scale-School Edition (ABS-SE). Results provide evidence for the validity of the ABS-SE factor and comparison scores and show the factor and comparison scores are not affected by gender or…

Describes the purpose, procedures, resources, guidelines, content, and normative data of the North Carolina Marital and Family Therapy Certification Examination as a frame of reference for the development of other licensing and certification instruments. Presents guidelines toward the development of a national marital and family therapy…

Adopting a new series of tests can raise student test scores. Scores can also be inflated by ensuring certain students do not take specific tests or by not counting some scores. Dramatic rises in standardized scores are likely to be accompanied by skepticism. (MD)

Analysis of scores of 1,664 hearing impaired students (12 years and older) on the Special Education for Hearing Impaired students of the 1973 Stanford Achievement Test revealed that growth in reading achievement of typical hearing impaired students over a five-year period was approximately one-third that of average hearing students. (CL)

Administered the Survey of Reading Attitudes to 613 fourth- , fifth- , and sixth-grade Canadian students. Means, standard deviations, coefficient of alpha reliability estimates, and standard errors of measurement were computed for the eight dimensions of reading attitudes. Results indicated reliability estimates comparable to previous samples.…

Prueba Boehm de Conceptos Basicos (PBCB), a Spanish translation of the Boehm Test of Basic Concepts, was administered to 1,292 children in Puerto Rico. Normative information, reported by type of school, by grade, and by time of year tested is presented. The reliability of PBCB was established. (BH)

Special education tests evaluated by M. Thurlow and J. Ysseldyke with regard to technical adequacy were reevaluated using the same criteria. There was disagreement of 11 of the 30 tests used in both evaluations, demonstrating that current test standards are vague enough that experts disagree. (Author/CL)

Current reading standards in British infant schools are considerably below those of the 1930's. (CK)

The standard error of an equipercentile equating is derived for four situations. Some numerical results are checked by Monte Carlo methods. Numerical standard errors are computed for two sets of real data. Standard errors of linear and equipercentile equating are compared. (Author)

While major test publishers randomly select school districts for their national norming studies, a survey of "accepting" and "declining" districts supports the hypothesis that self-selection bias results in overrepresentation of districts which already use a specific publisher's tests or instructional materials. (Author/BW)

Although Model A, the only norm-referenced evaluation procedure in the Title I Evaluation and Reporting System, requires no data other than the test scores themselves, it introduces two sources of bias and involved three test administrations. Roberts' two-test procedure offers the advantages of less bias and less testing. (RL)