DOCSLIB.ORG

Testing Practices in the 21St Century 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Testing Practices in the 21St Century 1 TESTING PRACTICES IN THE 21ST CENTURY 1 Testing practices in the 21st century. Developments and european psychologists’ opinions Arne Evers¹, José Muñiz², Dave Bartram³, Dusica Boben⁴, Jens Egeland⁵, José R. Fernández-Hermida⁶, Örjan Frans⁷, Grazina Gintiliené⁸, Carmen Hagemeister⁹, Peter Halama¹⁰, Dragoș Iliescu¹¹, Aleksandra Jaworowska¹², Paul Jiménez¹³, Marina Manthouli¹⁴, Krunoslav Matesic¹⁵, Mark Schittekatte¹⁶, H. Canan Sümer¹⁷, and Tomáš Urbánek¹⁸ ¹University of Amsterdam, The Netherlands ²University of Oviedo, Spain ³SHL Group, Thames Ditton, UK ⁴Drustvo Psihologov Slovenije, Ljubljana, Slovenia ⁵Vestfold Mental Health Care Trust, Tønsberg, Norway ⁶Spanish Psychological Association, Madrid, Spain ⁷University of Uppsala, Sweden ⁸Vilnius University, Lithuania ⁹Technical University of Dresden, Germany ¹⁰University of Trnava, Slovakia ¹¹Universitatea Babes-Bolyai, Cluj-Napoca, Romania ¹²Psychological Test Laboratory of the Polish Psychological Association, Warsaw, Poland ¹³University of Graz, Austria ¹⁴Association of Greek Psychologists, Athens, Greece TESTING PRACTICES IN THE 21ST CENTURY 2 ¹⁵University of Zagreb, Croatia ¹⁶University of Gent, Belgium ¹⁷Middle East Technical University, Ankara, Turkey ¹⁸Institute of Psychology, Academy of Sciences, Brno, Czech Republic Corresponding author at: Faculty of Social and Behavioral Sciences University of Amsterdam Roetersstraat 15 1018 WB Amsterdam The Netherlands, Tel. +31 20 525-6751 , Fax +31 20 639-0531. E-mail address: [email protected] (Arne Evers). SELF-ARCHIVED PREPRINT Evers, A., Muñiz, J, Bartram, D., Boben, D., Egeland, J., Fernández-Hermida, J.-R., Frans, O., Gintiliené, G., Hagemeister, C., Halama, P., Iliescu, D., Jaworowska, A., Jiménez, P., Manthouli, M., Matesic, K., Schittekatte, M., Sümer, H. C., & Urbánek, T. (2012). Testing Practices in the 21st Century: Developments and European Psychologists’ Opinions. European Psychologist, 17(4), 300-319. TESTING PRACTICES IN THE 21ST CENTURY 3 Abstract The main goal of the European Federation of Psychologists’ Associations (EFPA) Standing Committee on Tests and Testing (SCTT) is the improvement of testing practices in European countries. In order to reach this goal, the SCTT carries out various actions and projects, some of which are described in this paper. To better inform its work, it decided to survey the opinions of professional psychologists on testing practices. A questionnaire of 33 items was administered to a sample of 12,606 professional psychologists from 17 European countries. The questionnaire was based on, but not identical to, one used in 2000. The new data show that the positive attitude of the respondents toward the use of tests that was obtained in 2000 has increased in most countries, with a high percentage of the surveyed psychologists using tests regularly. Five main dimensions explained 43% of the total item variance. The dimensions involve items relating to: Concern over incorrect test use, regulations on tests and testing, Internet testing, appreciation of tests, and knowledge and training relating to tests and test use. Important differences between countries were found on these five dimensions. Differences were found according to gender for four of the five dimensions and in relation to field of specialization for all five dimensions. The most commonly used tests are the classic psychometric tests of intelligence and personality: WISC, WAIS, MMPI, RAVEN, 16PF, NEO-PI-R, BDI, SCL-90. Finally, some future perspectives are discussed. Keywords: Psychometric testing, Testing practices, Survey, Europe, EFPA TESTING PRACTICES IN THE 21ST CENTURY 4 Testing practices in the 21st century. Developments and european psychologists’ opinions The European Federation of Psychologists’Associations (EFPA) investigated psychologists’ attitudes toward various aspects of testing in the year 2000 using a comprehensive survey across six European countries (Mun˜iz et al., 2001). The aim was to gather information about attitudes and usage that could later contribute to training and awareness campaigns to improve psychologists’ use of tests across Europe. A review of the projects and actions recently carried out by EFPA and the International Test Commission (ITC) can be found in Mun˜iz and Bartram (2007). As the first survey was completed over a decade ago, the EFPA Standing Committee on Tests and Testing (EFPASCTT) considered it appropriate to reassess European psychologists’ opinions of tests. Besides performing a followup of the results obtained at that time, technical advances that have emerged over this last decade had to be taken into account. These advances are having a strong impact on the way psychologists practice their profession in general and, in particular, on the use of tests. We refer in general to the developments in computer-based testing and more specifically to the possibility of testing by the Internet and related issues of unproctored (or unsupervised) testing and computer generated feedback. Therefore, in the new survey, in addition to questions concerning the key issues of 10 years ago, various questions were included about the incidence of these two factors in professionals’ daily testing practices, such as: Are computerized tests replacing paper-and- pencil tests in the psychologist’s daily practice? Is the Internet a clear advance in contemporary psychological assessment? Before describing the new survey and the results obtained, an overview of the recent actions carried out in Europe with the aim of improving test use is presented. Correct test use is based on two essential pillars: on the one hand, tests should have adequate psychometric TESTING PRACTICES IN THE 21ST CENTURY 5 properties and, on the other, they should be used correctly, from the decision made about when or if to use them, the time they are administered and scored up to the use that is made of the scores. The organizations that dedicate effort to improving test use, both national and international, perform various actions and carry out projects structured around two main strategies that can be described as either ‘‘restrictive’’ or ‘‘informative’’. The restrictive strategy refers to the actions performed to limit the use of tests to the professionals who are qualified and competent to use them. The systems used vary from country to country (Bartram, 1996; Bartram & Coyne, 1998; Mun˜iz & Ferna´ndez-Hermida, 2000; Mun˜iz, Prieto, Almeida, & Bartram, 1999). One of the most commonly used in various countries is to classify tests into three categories, according to the old APA criteria (A, B, and C). Tests in category A are educational achievement tests and simple inventories and accessible to most people. The use of tests from categories B (collective cognitive and personality tests) and C (individually administered tests, such as intelligence tests and projective tests) is restricted exclusively to psychologists in some countries while just category C is restricted in others, with specific training or qualification requirements being placed on other people for tests in category B. Another option is for professionals who use testing, whether psychologists or not (e.g., human resources professionals in work and organizational assessment, or teachers involved in assessing children for special educational needs), to obtain a specific qualification that accredits their competence to use the instruments they need to use in their work. In this sense, the project currently being undertaken by the EFPA-SCTT, under the direction of Dave Bartram, is especially noteworthy (Bartram, 2011). This project is briefly described below. Test-User certification In 2007, under the auspices of EFPA a Working Group chaired by Dave Bartram was set up to look into the implementation of a procedure for accreditation of national testuser TESTING PRACTICES IN THE 21ST CENTURY 6 certification schemes. The group has established a set of standards for test users and defined three levels of test use: Level 1 relates to use under direct supervision (e.g., test administration); Level 2 to independent use of tests of a limited range within a limited set of situations; and Level 3 to being a specialist in test use (the Level which would be expected of a psychologist who had specialized in tests and testing). In 2009, the SCTT presented the following proposals to the EFPA General Assembly: (a) to complete its current work by carrying out a pilot Level 2 implementation project within UK, Norway, and Sweden, the three countries which are currently awarding qualifications in test use that are aligned with the Level 2 EFPA standards. In parallel with this activity, the SCTT will move ahead with developing the Level 3 (expert level) qualification as the basis for a Special Register associated with EuroPsy. The SCTT has also developed a standard nomenclature for qualifications, aligned with the European Qualification Framework (EQF) to aid public understanding of the qualifications. This should also help provide recognition of these test- user qualifications within the EQF as well as by EFPA. The Working Group has now established a European Test User Accreditation Committee for test-user qualifications and has documented the procedure for accrediting UK, Norway, and Sweden’s current qualifications (with the detailed accreditation of the UK procedures having been completed at the time of writing). All these activities are aimed at the improvement of testing practices in Europe. The accreditation of the professionals properly trained in tests and testing is a strategic
Load more

Recommended publications
  • Identification of Students with Specific Learning Disabilities
    Special Education … A service, not a place. Identification of Students with Specific Learning Disabilities State of Washington Severe Discrepancy Table WAC 392-172A-03045-03080 Randy I. Dorn State Superintendent of Public Instruction Revised December 2014 OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. Questions and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at 360-725-6162/TTY: 360-664-3631 or P.O. Box 47200, Olympia, WA 98504-7200. IDENTIFICATION OF STUDENTS WITH SPECIFIC LEARNING DISABILITIES Severe Discrepancy Table State of Washington WAC 392-172A-03045-03080 Prepared by John R. Bresko, Program Supervisor Special Education Office of Superintendent of Public Instruction Douglas H. Gill, Ed.D., Assistant Superintendent Randy I. Dorn State Superintendent of Public Instruction Ken Kanikeberg Chief of Staff Gil Mendoza, Ed.D. Deputy Superintendent, K–12 Education Revised December 2014 Table of Contents I. Introduction ............................................................................................................... 1 II. Required Components for Initial SLD Eligibility Determination ........................... 1 III. Requirements
    [Show full text]
  • Tests That Have Been Classified and Reviewed Name of Test Distributer /Developer Reference Number
    BOARD NOTICE Reproduced by Sabinet Online in terms of Government Printer’s Copyright Authority No. 10505 dated 02 February 1998 HEALTH PROFESSIONS COUNCIL OF SOUTH AFRICA STAATSKOERANT, 8 SEPTEMBER 2017 No. 41100 279 No. R. BOARD NOTICE 155 OF 2017 2017 155 Health Professions Act (56/1974): List of Classified and Certified Psychological Tests 41100 HEALTH PROFESSIONS ACT, 1974 (ACT NO.56 OF 1974) LIST OF CLASSIFIED AND CERTIFIED PSYCHOLOGICAL TESTS The Professional Board for Psychology hereby publish, in terms of the regulations defining the scope of the profession of psychology as published under Government Notice R993 in Government Gazette31433 of 16 September 2008, the list of tests, which are classified and certified for use by persons registered in the profession of psychology, in the schedule. SCHEDULE Tests that have been classified and reviewed Name of test Distributer /Developer Reference number APIL APROLAB 18/11/1 Aptitude Tests for School Beginners (ASB) Mindmuzik Media 18/11/16 BarOn Emotional Quotient Inventory (BarON EQ -I JVR Psychometrics 18/11/45 TM) Business Comprehension Test Evalex 18/11/116 California Psychological Inventory (CPI) JVR Psychometrics 18/11/45 Campbell Interest And Skill Surveytm (C1SS) JVR Psychometrics 18/11/45 Career Development Questionnaire (CDQ) Mindmuzik Media 18/11/25 Cattell Culture Fair Intelligence Tests JVR Psychometrics 18/11/7 This gazette is also available free online at www.gpwonline.co.za Reproduced by Sabinet Online in terms of Government Printer’s Copyright Authority No. 10505 dated
    [Show full text]
  • Clinical Psychologists' Opinions About and Uses of Tests, Assessment, and Clinical Intervention Applications
    Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. CLINICAL PSYCHOLOGISTS' OPINIONS ABOUT AND USES OF TESTS, ASSESSMENT, AND CLINICAL INTERVENTION APPLICATIONS A thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University Lorraine Shirley Patchett-Anderson 1997 11 ABSTRACT A replication of two North American studies done in 1995, on the contemporary practice of psychological assessment and clinical intervention training, was conducted with New Zealand clinical psychologists currently registered and practising. One hundred and thirty seven subjects, of whom one third were in private practice, were asked their opinions about clinical assessment and their use of instruments. They were also asked about their professional experience with common, mostly empirically-validated, clinical interventions. It was found that over half of assessment-active clinical psychologists used six procedures, and a third or more used another eight. The clinical interview was top (and used by 87%), and the first five procedures were used most across nine work settings also. The respondents used assessment to answer specific questions, and recommended that clinical students learn about assessment procedures in order to incorporate the results into therapy and thereby facilitate the therapeutic process. Thirty-seven percent of their clients received objective testing procedures'and 3% received projective testing. Half or more of the respondents used, and recommended that students learn to administer, the Wechsler Scales, the Beck Depression Inventory, and the State-Trait Anxiety Scale.
    [Show full text]
  • Testing and Test Modification in Vocational Evaluation. INSTITUTION Wisconsin Univ.-Stout, Menomonie
    DOCUMENT RESUME ED 267 269 CE 043 910 AUTHOR Iotterbusch, Karl F.; Michael, Nancy L. TITLE Testing and Test Modification in Vocational Evaluation. INSTITUTION Wisconsin Univ.-Stout, Menomonie. Stout Vocational Rehabilitation Inst. REPORT NO ISBN-0-916671-54-2 PUB DATE 85 NOTE 173p. AVAILABLE FROMMaterials Development Center, Stout Vocational Rehabilitation Institute, University of Wisconsin-Stout, Menomonie, WI 54751 ($16.50). PUB TYPE Reference Materials - General (130)-- Guides Non- Classroom Use (055) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Blindness; Deafness; Disabilities; Evaluation Criteria; Evaluation Methods; Mental Retardation; Postsecondary Education; *Psychological Testing; Secondary Education; *Student Evaluation; *Test Construction; *Test Selection; Vocational Education; *Vocational Evaluation ABSTRACT This manual is intended to guide evaluators, special needs personnel, private practitioners,manpower training instructors, and others in selecting, using, and modifying psychological tests within an evaluationor assessment setting. The first section discusses reasons for using tests invocational evaluation, problems in using the tests, testing conditionsand practices, and procedures for selecting and usingtests. Addressed in a section on test modification are some general cautions to those modifying tests and specific methods for modifyingtests for blind, deaf, and mentally retarded persons. The third part ofthe guide consists of test review outlines of 4 achievement,18 aptitude, 5 intelligence, 9 interest, 12 work attitude and behavior,and 6 dexterity tests. Each outline includes informationon the test's purpose, subtests, characteristics, usefulness in its present form, and possible modifications, as wellas criteria for selecting the test, subjective comments, and a source from which thetest may be ordered. (MN) *********************************************************************** * Reproductions supplied by EDRSare the best that can be made * * from the original document.
    [Show full text]
  • INDUSTRIAL PSYCHOLOGY Part 2
    WIC03 9/29/06 9:52 AM Page 85 INDUSTRIAL PSYCHOLOGY 3 Individual Differences and Assessment 86 Part 2 4 Understanding Performance 161 5 Performance Measurement 211 6 Staffing Decisions 259 7Training and Development 292 WIC03 9/29/06 9:52 AM Page 86 INDIVIDUAL DIFFERENCES AND ASSESSMENT MODULE 3.1: AN INTRODUCTION TO Group versus Individual Tests 119 INDIVIDUAL DIFFERENCES Paper and Pencil versus Performance Tests 120 Some Background 87 Testing and Culture 120 Differential Psychology, Psychometrics, and I-O Psychology 88 International Assessment Practices 123 Identifying Individual Differences 89 MODULE 3.4: ASSESSMENT Varieties of Individual Differences 89 PROCEDURES MODULE 3.2: HUMAN ATTRIBUTES Assessment Content versus Process 125 Abilities 93 Assessment Procedures: Content 125 Cognitive Abilities 93 Cognitive Ability Tests 125 Intelligence as “g” 93 Knowledge Tests 127 Is “g” Important at Work? 94 Tests of Physical Abilities 127 Is “g” as Important in Other Countries Psychomotor Abilities 128 as It Is in the U.S.? 95 Personality 128 3 Can Your Level of “g” Change? 95 Practical Issues Associated with Cognitive Abilities beyond “g” 95 Personality Measures 129 Physical, Sensory, and Psychomotor Integrity Testing 132 Abilities 97 Emotional Intelligence 134 Physical Abilities 97 Interests and Values 135 Sensory Abilities 98 Individual Assessment 136 Psychomotor Abilities 99 Interviews 137 Personality and Interests 99 Interview Content 137 Personality 99 Interview Process 139 The Five Factor Model 100 Assessment Centers 140 Vocational Interests
    [Show full text]
  • Neuropsychological Testing Spanish Speakers: the Challenge of Accurately Assessing Linguistically and Culturally Diverse Individuals
    NEUROPSYCHOLOGICAL TESTING SPANISH SPEAKERS: THE CHALLENGE OF ACCURATELY ASSESSING LINGUISTICALLY AND CULTURALLY DIVERSE INDIVIDUALS Carlos A. Ojeda A Thesis Submitted to the University of North Carolina Wilmington in Partial Fulfillment of the Requirements for the Degree of Master of Arts Department of Psychology University of North Carolina Wilmington 2010 Approved by Advisory Committee ________James Jonhnson_______ ________Nora Noel_________ ________William Overman_______ _______Antonio E. Puente______ Chair Accepted by __________________________ Dean, Graduate School TABLE OF CONTENTS ACKNOWLEDGMENTS ............................................................................................................. iii ABSTRACT ................................................................................................................................... iv LIST OF TABLES .......................................................................................................................... v INTRODUCTION .......................................................................................................................... 1 Hispanics Demographics and Characteristics ............................................................................. 2 Clinical Neuropsychology ......................................................................................................... 10 History of Clinical-Neuropsychological Test Usage................................................................. 12 Standards for Educational and Psychological
    [Show full text]
  • Alphabetic List of Tests Available in Curriculum Library (3/1/2015)
    Alphabetic List of Tests Available in Curriculum Library (3/1/2015) (Those with an "R" in the left column are restricted to SPED Faculty checkout only) # of Title Year Call Number Location Copies 1 A & W Vocational Preference Index 1978 371.26 A111aw 1 AAMD Adaptive Behavior Scale School Edition 1981 371.26 A112ams 2nd cabinet 1 AAMD Adaptive Behavior Scale—1975 edition 1975 371.26 A112am Archives 5 AAMD Becker Reading Free Vocational Inventory 1975 371.26 A112rf 1 AAMR Adaptive Behavior Scale-RC:2 (ABS-RC:2) 1993 371.26 A112ac 3 AAMR Adaptive Behavior Scale-School:2 (ABS-S:2) 1993 371.26 A112ab ADD-H; Comprehensive Teacher’s Rating Scale—2nd Ed 1 (ACTeRS) 1991 371.26 A222ac 1 Analytical Reading Inventory – 4th edition 1989 371.26 A532ar 1 Aptitude Test for Occupations 1951 371.26 A655at 1 Assessment of Career Decision Making (ACDM) 1985 371.26 A846cd Assessment of Children’s Language Comprehension 1 (ACLC) 1973 371.26 A184ac 1st cabinet 2 Auditory Discrimination Test (Wepman) 1975 371.26 A912ad 1 Auditory Memory Span Test 1973 371.26 A912am 1 Auditory Sequential Memory Test 1975 371.26 A912as 1 Bader Reading and Language Inventory 1983 371.26 B134br 1 Basic Reading Inventory—9th edition 2005 371.26 B311ba 1 Basic Reading Inventory—9th edition (video recording) 2005 371.26 B311bd 1 Behavior Problem Checklist N/A 371.26 B419bc 2nd cabinet 1 Behavior Rating Profile 1983 371.26 B419bp Archives 2 Behavior Rating Profile-2 1990 371.26 B419br R 1 Bender Gestalt Test for Young Children 1946 371.26 B458bgc 3rd cabinet R 1 Bender Motor Gestalt
    [Show full text]
  • IELTS Equivalence Research Project (GMC 133) Final Report
    CENTRE FOR RESEARCH IN ENGLISH LANGUAGE LEARNING AND ASSESSMENT (CRELLA) IELTS Equivalence Research Project (GMC 133) Final Report Dr Lynda Taylor and Dr Sathena Chan 5/13/2015 0 Table of Contents EXECUTIVE SUMMARY ............................................................................................................................ 2 1. INTRODUCTION ................................................................................................................................. 17 1.1 Background ................................................................................................................................. 17 1.2 Aims and objectives of the research ........................................................................................... 18 1.3 Ethical considerations ................................................................................................................. 19 2. SURVEYING ENGLISH LANGUAGE PROFICIENCY TESTS FOR REGISTRATION PURPOSES .................. 20 2.1 Surveying English language proficiency tests for possible consideration within UK GMC registration procedures to select those meeting essential quality criteria ...................................... 20 2.2 Surveying English language proficiency tests currently used for professional registration purposes in the UK and elsewhere ................................................................................................... 25 3. THEORETICAL BASES FOR COMPARING SELECTED ENGLISH LANGUAGE PROFICIENCY TESTS ........ 27 3.1 A qualitative
    [Show full text]
  • Some Experiments with Pyscho-Diagnostic Techniques On
    SOME EXPERIMENTS WITH PYSCHO-DIAGNOSTIC TECHNIQUES ON SCHOOL-GOING CHILDREN V SOME EXPERIMENTS WITH PSYCHO-DIAGNOSTIC 1/ TECHNIQUES ON SCHOOL-GOING CHILDREN By Shahida Aslam Department of Psychology, Government College Lahore y Being a study presented in partial fulfilment of requirements for the M.A. degree in Psychology of the University of the Panjab. 1965 UNIVERSITY OF NAIROBI LIBRARY / (iii) ACKNOWLEDGEMENTS My most grateful thanks are due and are herewith most sincerely tendered: (i) To Dr. Muhammed Ajmal, Professor and Head of ■the Department of Psychology, Government College, Lahore, for invaluable help in clearing up the scope and method of my study, also for supporting and expediting my study at crucial moments, (ii) To Prof. M.A. Quraishi my supervisor, for encouring me throughout and helping me on vital points in the application of psychoanalytical explanations and interpretations to observations, especially in the play-behaviour of my subjetcts, also for lending me his judgement and authority in the selection (forced by time) of plates and material in the various tes^s which I used; also for initiating me in testing in general and in the control and observation of indoor play in particular, (iii) To my teachers Ikram-ul-Haq and Taswir Ahmad Khan, Lecturers in the Department of Psychology, Government College, Lahore for some very useful suggestions, (iv) To Dr. Nasim Shaukat of the Institute of Education and Research for lending necessary material on, and initiating me in the use of of Children's Wechsler, 4 0 / (iv) (v) To Begum Salahuddin our excellent neighbour in Gulberg for introducing me to families who presented their children to sit as 'subjects' for my experiments, (vi) To my father and mother for their constant encouragement, especially my father Professor Q.M.
    [Show full text]
  • Test Collection Bulletin: a Quarterly Digest of Information on Tests. INSTITUTION Educational Testing Service, Princeton, N.J
    DOCUMENT RESUME ED 065 542 TM 001 656 AUTHOR Horne, Eleanor V., Ed. TITLE Test Collection Bulletin: A Quarterly Digest of Information on Tests. INSTITUTION Educational Testing Service, Princeton, N.J. PUB DATE Apr 72 NOTE 14p. AVAILABLE FROMTest Collection Bulletin, Educational Testing Service, Princeton, N.J. 08540 ($2.00 a year, domestic, $2.50 foreign) JOURNAL CIT Test Collection Bulletin, v6 n2 Apr1972 EDRS PRICE MF-$0.65 HC Not Available from EDRS. DESCRIPTORS Achievement Tests; Aptitude Tests; *Catalogs; *Indexes (Locaters); Personality Tests; *Testing; *Tests ABSTRACT A list of tests, published in the United States and abroad, is presented. A brief description is given of the content of each test. Types of tests presented are: Achievement; Aptitude; Personality, Interests, Aptitudes, and Opinions; and Miscellaneous, Sensory-Motor, Unidentified. Lists of announcements received, tests no longer available, new references, and publishers are also presented.(CE) "PERMISSION TO REPRODUCE THIS COPY- RIGHTED MATERIAL BY MICROFICHE ONLY HAS BEEN GRANTED BY ZjeCLIni rnt TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REP RODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER. MISSION OF THE COPYRIGHT OWNER IA QUARTERLY DIGEST OF INFORMATION ON TESTS njill U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE test collection bulletin OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFACIAL OFFICE OF EDU- CATION POSITION OR POLICY. Eleanor V. Home, Editor Vol. 6, No.2 April 1972 The Test Collection of Educational Testing Service is an extensive library of tests and other measurement devices.
    [Show full text]
  • University of Manitoba Winnipeg, Manitoba
    Intelligence Tests: w Donna L. Iohnson A thesis Submitted to the Faculty of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Master of Education Department of Educational psychology University of Manitoba Winnipeg, Manitoba (c)May,1996 NationalLibrarY Bibliothèque nationale Ë*Ë du Canada Acouisitions and Direction des acquisitions et Bibliographic Services Branch des services bibliographiques 395 Wellington Street 395, rue Wellington Ottawa. Ontario Ottawa (Ontario) K1A ON4 K.lA ON4 Yout l¡le Votrc élércnce Our lile Nolre élércnce The author has granted an l-'auteur a accordé une licence irrevocable non-exclusive licence irrévocable et non exclusive allowing the National Library of permettant à la Bibliothèque Canada to reproduce, Ioan, nationale du Ganada de distribute or sell copies of reproduire, prêter, distribuer ou his/her thesis by any means and vendre des copies de sa thèse in any form or format, making de quelque manière et sous this thesis available to interested quelque forme que ce soit Pour persons. mettre des exemplaires de cette thèse à la disposition des person nes intéressées. The author retains ownership of L'auteur conserve la propriété du the copyright in his/her thesis. droit d'auteur qu¡ protège sa Neither the thesis nor substantial thèse. Ni la thèse ni des extraits extracts from it may be printed or substantiels de celle-ci ne otherwise reproduced without doivent être imprimés ou his/her permission. autrement reproduits sans son autorisation. ISBN 0-612-13219-6 Canadä THE T]NIVERSITY OF MANITOBA FACULTY OF GRA.DUATE STIIDIES coPYRrc*H-rtssroN INIELLIGENCE TBSTS: A PERSPECTM FROI| PSYGEOLOGISTS BY DONilA t.
    [Show full text]