bluuebunny/crossref_metadata_2025 huggingface dataset:
Alcoholism and suicidal behavior: a clinical overview
Authors: Sher L.
Published: October 2005

Objective:  The purpose of this paper was to provide a clinical review of the literature on the relation of alcoholism to suicidal behavior.

Method:  Studies of alcoholism and suicidal behavior available in MEDLINE, Institute for Scientific Information Databases (Science Citation Index Expanded, Social Sciences Citation Index, and Arts & Humanities Citation Index), EMBASE, and Cochrane Library were identified and reviewed.

Results:  Alcoholism is associated with a considerable risk of suicidal behavior. Individuals with alcoholism who attempt or complete suicide are characterized by major depressive episodes, stressful life events, particularly interpersonal difficulties, poor social support, living alone, high aggression/impulsivity, negative affect, hopelessness, severe alcoholism, comorbid substance, especially cocaine abuse, serious medical illness, suicidal communication, and prior suicidal behavior. Partner‐relationship disruptions are strongly associated with suicidal behavior in individuals with alcoholism.

Conclusion:  All individuals with alcoholism should receive a suicide risk assessment based on known risk factors.
Minor depression as a predictor of the first onset of major depressive disorder over a 15‐year follow‐up
Authors: Fogel J. , Eaton W. W. , Ford D. E.
Published: October 2005

Objective:  To study the relationship of minor depression to first onset of major depressive disorder (MDD) among 1634 individuals over a 15‐year follow‐up using the Baltimore Epidemiologic Catchment Area cohort.

Method:  Logistic regression analyses were conducted with minor depression alone and also adjusting for anxiety, sociodemographic, and medical variables, with MDD as the outcome variable. Also, among those with minor depression, depressive symptom categories were studied with both logistic regression and population attributable risk (PAR) to determine if they predicted MDD.

Results:  Individuals with a history of minor depression had an odds ratio of more than 5 of having a first lifetime episode of MDD (adjusted OR: 5.37, 95% CI: 2.87, 10.06). Suicidal ideation, appetite/weight issues, and sleep difficulty had the highest PARs.

Conclusion:  Minor depression strongly predicts MDD. Clinical and public health interventions for individuals with minor depression can potentially impact the pathway leading to MDD.
Non‐affective Acute Remitting Psychosis: a preliminary report from Iran
Authors: Alaghband‐Rad J. , Boroumand M. , Amini H. , Sharifi V. , Omid A. , Davari‐Ashtiani R. , Seddigh A. , Momeni F. , Aminipour Z.
Published: October 2005

Objective:  To investigate the concept of ‘Non‐affective Acute Remitting Psychosis’ (NARP) in a group of patients with first episode psychosis in Iran.

Method:  This is a 24‐month follow‐up study of 54 patients with first‐episode psychosis admitted consecutively to a psychiatric hospital in Tehran, Iran. At the end of follow‐up, consensus judgments were made on fulfillment of the NARP criteria as well as illness course and treatment. NARP was defined as a psychotic illness with acute onset (developed within 1 week), short duration (remission within 6 months), and the absence of prominent mood symptoms.

Results:  Of 49 patients who completed the follow‐up, 15 (30.6%) had NARP, accounting for 60% of non‐affective psychoses. Ten patients with NARP remained relapse free, four had a very short‐lived relapse, and only one developed a chronic illness. Throughout the follow‐up, patients with NARP received fewer months of treatment than did patients with other non‐affective psychoses.

Conclusion:  The high proportion of NARP among patients with first episode psychosis, and the favorable course is in keeping with previous studies in developing countries.
Administrative registers in psychiatric research: a systematic review of validity studies
Authors: Byrne N. , Regan C. , Howard L.
Published: October 2005

Objective:  To conduct a systematic review of studies investigating the validity of administrative registers for use in psychiatric research.

Method:  Studies were identified using MEDLINE (1966–2004) and EMBASE (1980–2004) databases using keywords ‘validity’ or ‘reliability’ combined with ‘register’ or ‘database$’. Studies reviewed by two raters blind to each other and quality assessed using a data extraction form devised by the authors. A narrative description of the findings is presented.

Results:  Fourteen studies were identified, seven of which concerned Scandinavian registers. Ten studies were solely concerned with diagnostic validity and the most common single diagnosis studied was schizophrenia (five studies). Methods used and study quality varied widely.

Conclusion:  Given the importance of the area, relatively little high‐quality work exists into systematically measuring the diagnostic data validity of registers for research purposes.
Exposure to ‘ideal’ facial images reduces facial satisfaction: an experimental study
Authors: Newton J. Timothy , Minhas Gursharan
Published: October 2005

Abstract – Objective: Psychological research has suggested that exposure to media images of ‘ideal’ female models has a negative impact on women's perception of their body image. The present study examined the effects of exposure to images of faces rated as high in attractiveness upon facial satisfaction, compared with exposure to ‘neutral’ stimuli.

Methods: Participants comprised three groups of women: 24 women undergoing orthodontic treatment, 22 patients undergoing orthognathic treatment, and 20 women receiving no current dental treatment. All completed measures of facial and body image satisfaction after viewing images of houses or faces as follows: The Body Satisfaction Scale, The Revised Body Image Scale of Secord and Jourard and a Visual Analogue Scale measuring satisfaction with Facial Appearance. A repeated‐measures design was adopted with a 4–6‐week period between experimental conditions. All participants were randomly assigned to one of the two orders (Houses–Faces or Faces–Houses). The findings were analysed using general linear modelling analysis of variance.

Results: Exposure to idealized images of faces resulted in a significant decrease in facial satisfaction when compared with the control condition (mean facial satisfaction for all participants in Faces condition, Body Satisfaction Scale‐Head Scale = 22.2, SD = 7.81; Revised Body Image Scale‐Facial Subscale = 25.5, SD = 4.57; VAS = 7.8, SD = 2.47; Mean facial satisfaction for all participants in Houses condition, Body Satisfaction Scale‐Head scale = 19.5, SD = 6.81; Revised Body Image Scale‐Facial Subscale = 26.8, SD = 4.87; VAS = 6.2, SD = 2.72).

Conclusions: Media may exert a negative influence on self‐perception, particularly amongst individuals who, for one reason or another, are sensitive to the appearance of their face. The findings of the present study have implications for the demand for orthodontic treatment for aesthetic enhancement at a time when resources are limited. Interventions are discussed to help individuals question their acceptance of such media messages.
The theory of reasoned action and patient compliance during orthodontic treatment
Authors: Bos Annemieke , Hoogstraten Johan , Prahl‐Andersen Birte
Published: October 2005

Abstract –  Objectives:  The aim of the present study was to investigate the potential of the theory of reasoned action (TRA) for the prediction and understanding of patients’ intention to comply during orthodontic treatment and to analyze the effect of two additional variables in the model, namely perceived behavioral control and anticipated regret. Moreover, (the determinants of) intentions of orthodontic patients to comply during treatment were compared with (the determinants of) intentions of parents to stimulate this cooperation.

Methods:  A questionnaire was handed out to patients and parents visiting the Department of Orthodontics of the Academic Centre of Dentistry in Amsterdam. In both the patient and parent sample, independent‐sample t‐tests, correlation analyses and stepwise regression analyses were conducted. Variables in both samples were compared and tested.

Results:  The extended version of the TRA explained 20% of the variance in the patients’ intention to comply. The patients’ anticipated regret, attitude and motivation to comply were significant determinants of the patients’ intention to comply. In addition, the parents’ attitude toward compliance was a significant predictor. The role of parents in enhancing patients’ intentions to comply cannot be neglected.

Conclusion:  Our findings suggest that patients’ intentions to comply during orthodontic treatment are influenced by factors outside of the TRA. Therefore, it is recommended to develop a new model, in which factors of the TRA are included, which can be used specifically for the study of compliance in orthodontics.
Dental care and HIV‐infected individuals: are they equally treated?
Authors: Giuliani Michele , Lajolo Carlo , Rezza Giovanni , Arici Claudio , Babudieri Sergio , Grima Pierfrancesco , Martinelli Canio , Tamburrini Enrica , Vecchiet Jacopo , Mura Maria Stella , Cauda Roberto , Mario Tumbarello ,   the BSAHOD study group
Published: October 2005

Abstract –  Objective:  To investigate the problems in seeking dental care faced by HIV‐positive individuals in Italy.

Methods:  A multicenter observational study was performed by distributing an anonymous self‐administered questionnaire to patients of six public healthcare facilities specialized in the treatment of individuals with HIV infection. The questions concerned personal data potentially correlated with discrimination, the patient–dentist relationship before and after HIV diagnosis, and the reasons for seeking dental care in public facilities. We also evaluated the patients’ discomfort in the patient–dentist relationship after HIV diagnosis, performing univariate and multivariate analyses.

Results:  Of the 1500 questionnaires distributed; 883 were filled‐out completely. A total of 630 persons received dental care after HIV diagnosis: 209 (33.2%) did not tell the dentist that they were seropositive. Of those who did, 56 were refused care. For patients treated by a private dentist, having been treated by the same dentist before diagnosis was a risk factor for great discomfort in the patient–dentist relationship (P < 0.002). Being treated in public facilities was associated with having received dental care after HIV diagnosis (P < 0.001) and a primary school education (P < 0.001).

Conclusions:  There exist episodes of discrimination on the part of some dentists, and a relatively high proportion of HIV‐positive persons do not disclose their seropositivity to the dentist. Dentists should be provided with training for promoting both ethically acceptable practices and suitable clinical management of HIV‐positive persons.
For debate: problems with the DMF index pertinent to dental caries data analysis
Authors: Broadbent J. M. , Thomson W. M.
Published: October 2005

Abstract –  The Decayed, Missing, Filled (DMF) index has been used for over 50 years and is well established as the key measure of caries experience in dental epidemiology. Despite its long history of use, there is debate about the most appropriate number of surfaces to include for a missing tooth. Assigning the maximum possible value for the ‘M’ component of DMFS (Surfaces) leads to overestimation of an individual's caries experience, and in any associated comparisons of in‐caries experience, whereas assigning the minimum possible value for the ‘M’ component has the opposite effect. Alternative methods of assigning the number of caries‐affected surfaces for an extracted tooth are considered. The net caries increment and adjusted caries increment (common methods of correction of the crude increment measure for reversals) are discussed, along with incidence density, a measure of caries extent. Problems exist with the adjusted caries increment, particularly among cohorts with low mean baseline caries experience. Development of an alternative method of estimating the relationship of ‘true’ and ‘examiner’ reversals is advocated, as well as greater utilization of incidence density in dental epidemiology.
Sustained activation of Akt by melatonin contributes to the protection against kainic acid‐induced neuronal death in hippocampus
Authors: Lee Sang‐Hyun , Chun Wanjoo , Kong Pil‐Jae , Han Jeong A. , Cho Byung Pil , Kwon O‐Yoon , Lee Hee Jae , Kim Sung‐Soo
Published: October 2005

Abstract:  In the present study, the underlying protective mechanism of melatonin on kainic acid (KA)‐induced excitotoxicity was examined in the hippocampus of mice. KA, administered intracerebroventricularly (i.c.v.), induced marked neuronal cell death with concurrent microglial activation and subsequent induction of inducible nitric oxide synthase (iNOS) in the hippocampus. Histopathological analysis demonstrated that melatonin (10 mg/kg), administered 1 hr prior to KA, attenuated KA‐induced death of pyramidal neurons in the CA3 region. Melatonin obviously suppressed KA‐induced microglial activation and consequent iNOS expression that were determined by increased immunoreactivities of microglial marker OX‐6 and iNOS, respectively. Increased phosphorylation of Akt in pyramidal neurons was observed as early as 2 hr after administration of melatonin. Further, melatonin resulted in increased expression of astroglial glial cell line‐derived neurotrophic factor (GDNF), which started to appear approximately 6 hr after administration of melatonin. The results of the present study demonstrate that melatonin exerts its neuroprotective action against KA‐induced excitotoxicity both through the activation of neuronal Akt and via the direct action on hippocampal neurons and through the increased expression of astroglial GDNF, which subsequently activates neuronal PI3K/Akt pathway. Therefore, the present study suggests that melatonin, pineal secretory product, is potentially useful in the treatment of acute brain pathologies associated with excitotoxic neuronal damage such as epilepsy, stroke, and traumatic brain injury.
Diabetic Goto Kakizaki rats as well as type 2 diabetic patients show a decreased diurnal serum melatonin level and an increased pancreatic melatonin‐receptor status
Authors: Peschke Elmar , Frese Thomas , Chankiewitz Erik , Peschke Dorothee , Preiss Uwe , Schneyer Ulrich , Spessert Rainer , Mühlbauer Eckhard
Published: October 2005

Abstract:  There are functional inter‐relationships between the beta cells of the endocrine pancreas and the pineal gland, where the synchronizing circadian molecule melatonin originates. The aim of this study was to elucidate a putative interaction between insulin and melatonin in diabetic patients and a diabetic rat model. We analyzed glucose, insulin, and melatonin levels of type 2 patients, as well as type 2 diabetic Goto Kakizaki (GK) rats by radioimmunoassay. Expression of pancreatic melatonin and pineal insulin receptors, as well as arylalkylamine‐N‐acetyltransferase (AANAT), was determined by real‐time reverse transcriptase polymerase chain reaction (RT‐PCR). The AANAT enzyme activity was measured in pineal homogenates. Diabetic patients showed a decrease in melatonin levels, while in the pancreas of GK rats an upregulation of the melatonin‐receptor mRNA was determined. The pancreatic islets of GK rats showed expression of the mRNA for the pancreatic melatonin (MT1) receptor, which had previously been identified in rats and insulinoma (INS1) cells. Besides their presence in animal cells, the MT1‐receptor transcript was also detected in human pancreas by RT‐PCR. Whereas the rat pancreatic mRNA expression of the MT1‐receptor was significantly increased, the activity of the pineal AANAT enzyme was reduced. The latter observation was in accordance with plasma melatonin levels. The insulin‐receptor mRNA of the pineal gland was found to be reduced in GK rats. Our observations suggest a functional inter‐relationship between melatonin and insulin, and may indicate a reduction of melatonin in the genesis of diabetes.
Ultrastructural clues for the protective effect of melatonin against oxidative damage in cerulein‐induced pancreatitis
Authors: Eşrefoğlu Mukaddes , Gül Mehmet , Ateş Burhan , Selimoğlu Mukadder Ayşe
Published: October 2005

Abstract: The role of oxidative stress has been evaluated in experimental models of acute pancreatitis (AP). The aim of this study is to investigate the effect of melatonin on the ultrastructural changes in cerulein‐induced AP in rats. Acute pancreatitis was induced by two i.p. injections of cerulein at 2‐hr intervals (50 μg/kg BW). One group received additionally melatonin (20 mg/kg BW) i.p. before each injection of cerulein. The rats were sacrificed 12 hr after the last injection. Pancreatic oxidative stress markers were evaluated by changes in the amount of lipid peroxides and changes in the antioxidant enzyme levels, superoxide dismutase (SOD), catalase (CAT), glutathione peroxidase (GPx) and total glutathione (GSH) levels. Ultrastructural examination was performed using a transmission electron microscope. Formation of numerous, large autophagosomes, mitochondrial damage, dilatation of rough endoplasmic reticulum (RER) and Golgi apparatus, margination and clumping of nuclear chromatin were the major ultrastructural alterations observed in the AP group. Melatonin administration prevented mitochondrial and nuclear changes and dilatation of RER and Golgi apparatus. Rare, small autophagosomes were present within the cytoplasm of some of the acinar cells. Pancreatic damage was accompanied by a significant increase in tissue MDA levels (P < 0.05) and a significant decrease in CAT, SOD, GPx activities and GSH levels (P < 0.005). Melatonin administration significantly reduced MDA levels but increased CAT, SOD, GPx activities and GSH levels (P < 0.005). Melatonin also reduced serum amylase and lipase activities, which were significantly elevated in AP (P < 0.05 andP < 0.005 respectively). These results suggest that oxidative injury is important in the pathogenesis of AP. Melatonin is potentially capable of limiting pancreatic damage produced during AP by protecting the fine structure of acinar cells and tissue antioxidant enzyme activities.
Inverse correlation between endogenous melatonin levels and oxidative damage in some tissues of SAM P8 mice
Authors: Lardone Patricia J. , Alvarez‐García Óscar , Carrillo‐Vico Antonio , Vega‐Naredo Ignacio , Caballero Beatriz , Guerrero Juan M. , Coto‐Montes Ana
Published: October 2005

Abstract:  To assess whether oxidative damage in some tissues was related to their melatonin concentration, endogenous melatonin levels and the age‐linked protein and lipid damage in spleen, thymus and liver in 5‐month‐old SAM P8 mice were examined. The results show that high levels of melatonin in spleen and thymus correlate with lower protein and lipid damage. The liver, which had much lower melatonin concentrations than the other two tissues, had much higher levels of oxidatively damaged protein, as measured by carbonyl values. These results add new evidence concerning the protective role of endogenous melatonin as an antioxidant agent, and suggest that a treatment with this molecule might help to reduce age‐associated functional deficits in many organs, including those of the immune system.
Morphology of the coronal-line region in active galactic nuclei
Authors: Almudena Prieto M. , Marco Olivier , Gallimore Jack
Published: October 2005

We present new images of the coronal-line region, as traced by [Si vii] 2.48 μm, in some of the nearest Seyfert 2 galaxies. In each of these galaxies, the coronal-line emission comprises a bright, compact central source and extended emission showing broad alignment along a particular direction, usually coinciding with that defined by the radio emission or the extended narrow-line region. The full extent of the coronal-line emission ranges from a few tens of parsecs to ∼150 pc radius from the nucleus and is a factor of ∼10 smaller than that seen in the extended, lower ionization gas. With a spatial resolution of 10 pc or better, the coronal region shows diffuse and filamentary structure in all cases, and it is difficult to see whether it breaks down into discrete blobs such as those seen in lower ionization lines or radio images of comparable resolution. The extent of the coronal-line emission is larger than would be predicted by photoionization models, which argues for additional in situ gas excitation, the most plausible energy source being shock excitation.
Interpreting NCE Scores
Authors: Hills John R.
Published: October 2005

In recent years a new score system for standardized tests has entered the scene. The new scores are called Normal Curve Equivalents (NCEs). They were named and introduced by G. Kasten Tallmadge. NCEs are used in reporting results to federal funding agencies. Some schools may use them internally in order to deal with only one kind of score from standardized tests. Several kinds of confusion are possible with NCE scores, and the following quiz and its explanations may help you avoid some of the pitfalls. The correct answers and brief explanations appear on page 3 1. This “test” may be reproduced without written permission. Please cite Educational Measurement: Issues and Practice as the source.
A Minority View on Testing
Authors: First Joan McCarty , Cárdenas José
Published: October 2005

Benevolent intentions do not always yield benevolent consequences. Describing the effects of testing on minorities as often detrimental, the authors challenge the measurement community to take greater responsibility for the use of its wares.
Innovative Forms of Assessment: A United Kingdom Perspective
Authors: Burstall Clare
Published: October 2005

Educators around the world are discovering that we have much to learn from each other's educational practices. Focusing on innovative forms of assessment in the United Kingdom, the article describes assessment strategies in mathematics, oracy, science, and foreign languages. These strategies include not only problems in which students select a correct answer, but also practical problems in which students supply answers to open‐ended tasks.
Aptitude (Intelligence) Testing: Past, Present, and Future
Authors: Gardner Eric F.
Published: October 2005

An introduction to the NCME invited symposium “A Tribute to the Late Roger Lennon.”
Some Contributions of the College Board SAT to Psychometric Theory and Practice
Authors: Angoff William H.
Published: October 2005

The author describes the evolution of one of the nation's best‐known standardized tests–the Scholastic Aptitude Test. He describes some of the contributions to educational research made by inquiries based on the SAT and gives particular attention to the way scaling and equating procedures for the SAT have evolved over the last half century.
The Otis and Otisennon Tests: Their Contributions
Authors: Beck Michael D.
Published: October 2005

After tracing the development of the Otis test series from 1918 to the present, the author argues that there will be a continuing demand for group‐administered general mental ability tests in education. Nevertheless, he foresees a need for better ways of relating ability test scores with skills and achievements to make them more educationally useful.
The Future of Intelligence Testing
Authors: Sternberg Robert J.
Published: October 2005

Though the most widely used “intelligence” tests have changed little in the last half century, Dr. Stern‐berg predicts a variety of new influences of future intelligence testing, ranging from the ways we conceptualize intelligence, to the manner in which we pose problems to assess it.
Measurement Specialists: Motive to Achieve or Motive to Avoid Failure?
Authors: Mehrens William A.
Published: October 2005

After presenting his argument for a hope‐oriented approach to the use of tests, BUI goes on to discuss the conjunctive decisionmaking model, he argues that the conjunctive model emphatically does not use Just one piece of data, then compares how data Is used In the conjunctive and the compensatory decisionmaking models.
Measurement Specialists: Testing the Faith–A Reply to Mehrens
Authors: Madaus George F.
Published: October 2005

The centrality of the validity issue in any discussion of test use is the focus of George's reply to Bill. While acknowledging that one can distinguish between a decision and the tools used to assist in making the decision, he argues that in most high‐stakes tests the decision is inherently linked to the test. Hence, the validity of the decision is directly related to the validity of the test.
A Reaction to Mehrens's NCME Presidential Address
Authors: Fisher Thomas H.
Published: October 2005

As a state level measurement specialist, Tom notes that some psychometricians always have a list of reasons test data cannot be used to enhance the quality of educational decisions. He welcomes Bill's exhortation to be hope‐oriented and calls on measurement specialists to provide decision makers with practical, understandable ways to best use test data.
Test‐Wiseness for Teachers and Students
Authors: Carter Kathy
Published: October 2005

Seventh‐grade students' comments about their responses to a test designed to illustrate faulty items suggests students are quite proficient in using secondary clues to figure out correct answers. Teacher comments suggest teachers are unaware they provide such clues.
Valid Normative Information From Customized Achievement Tests
Authors: Yen Wendy M. , Green Donald Ross , Burket George R.
Published: October 2005

This paper discusses how to maintain the integrity of national normative information for achievement tests when the test that is administered has been customized to satisfy local needs and is not a test that has been nationally normed. Using an Item Response Theory perspective, alternative procedures for item selection and calibration are examined with respect to their effect on the accuracy of normative information. It is emphasized that it is important to match the content of the customized test with that of the normed test if accurate normative data are desired.
A Survey of State Teacher‐Competency Examination Programs
Authors: Lehmann Irvin J. , Phillips S.E.
Published: October 2005

As compared to the 1987 “wall chart” issued by U.S. Secretary of Education William J. Bennett and to other recent reports on teacher testing, this article by Lehmann and Phillips provides considerably more detail on the nature of teacher testing. On the basis of a survey of all the states, the authors provide an analysis of what areas are covered in teacher tests, exactly which tests are used, and how the tests are used in both current and planned state teacher testing programs.
Use of Standardized Tests in Teacher Evaluation for Career Ladder Systems
Authors: Peterson Kenneth D.
Published: October 2005

In most current teacher evaluation systems, tests are typically used for all teachers or for none. Peterson describes how three Utah school districts employed tests, specifically National Teachers Examinations, as one line of optional evidence for use along with a selection of other evidence in the promotion of eligible teachers. The author indicates that the optional use of test scores both answers many objections to the testing of veteran teachers and allows the test results of teachers choosing to submit them to inform promotion decisions.
Golden Rule Revisited: Introduction
Authors: Faggen Jane
Published: October 2005

In this article, the author provides an overview of the “Golden Rule” issue, including a summary of legislative and judicial activity aimed at extending the Golden Rule idea, the opposition of professional associations to such proposals, and activity at the Educational Testing Service to take differential item functioning into account in test construction.
Golden Rule on “Golden Rule”
Authors: Rooney J. Patrick
Published: October 2005

The Chief Executive Officer of the company that brought the original Golden Rule lawsuit explains why the lawsuit was brought how it was settled, and what he now, 3 years after the settlement, thinks of it.
Implications of the Golden Rule Settlement for Test Construction
Authors: Linn Robert L. , Drasgow Fritz
Published: October 2005

The authors present the results of an application of Golden Rule procedures to items of the Scholastic Aptitude Test. Using item response theory, their analyses indicate that the Golden Rule procedures are ineffective in detecting biased items and may undermine the reliability and validity of tests.
The Golden Rule Settlement: A Minority Perspective
Authors: Bond Lloyd
Published: October 2005

In his “minority perspective,” Bond takes a position opposing mechanical application of Golden Rule‐like procedures but advocating that, at least in some situations, issues of equity can be introduced in item selection without doing violence to test validity.
NCME Opposition to Proposed Golden Rule Legislation
Authors: Jaeger Richard M.
Published: October 2005

In this 1986 letter, referred to in the article by Faggen, NCME President Jaeger wrote to a new York legislator to express NCME's strong opposition to proposed legislation that would have extended Golden Rule‐like procedures to tests in that state. Similar letters, with the same date, were sent by President Jaeger to ail members of relevant education committees in both houses of the New York and California legislatures.
The Golden Rule Bias Reduction Principle: A Practical Reform
Authors: Weiss John
Published: October 2005

In this article, the Executive Director of FairTest, an organization that has been prominent in promoting Golden Rule‐type procedures, explains what he means by the “Golden Rule bias reduction principle” and why he advocates it as a practical reform to help ensure fairer tests.
The Future of Testing Is Now
Authors: Rudman Herbert C.
Published: October 2005

What will testing be like in the 21st century? Rudman points out that given the past developmental cycles for major test series, what is happening now will likely have major impact on tests in the year 2000. He points attention to forces, both internal and external to the testing Industry, that are affecting the future of testing.
The Context of Educational Measurement Instruction for Preservice Teachers: Professor Perspectives
Authors: Gullickson Arlen R. , Hopkins Kenneth D.
Published: October 2005

Professors from 28 mid‐western colleges responded to a questionnaire on the nature of educational measurement instruction provided to students in preservice teacher education programs. The results reported here offer insight Into (a) course and student characteristics (b) professors' educational preparation and experience, and (c) learning/ instructional activities and content emphases. These characteristics, together with findings of previous research, serve as a basis for suggestions regarding the limitations of this instruction in light of teacher needs and perceived changes needed In educational measurement instruction.
Test Standards—Some Implications for the Measurement Curriculum
Authors: Frisbie David A. , Friedman Stephen J.
Published: October 2005

This paper demonstrates how an analysis of the Test Standards can be used to define the body of knowledge needed by teachers for the effective use of tests in classroom instruction. This knowledge domain is essential for describing a sound measurement curriculum for preservice teachers and for outlining specifications for teacher certification testing‐. Procedures are described for identifying standards relevant to teachers' classroom role functions and for describing the behavior inherent in those standards.
ETS on “Golden Rule”
Authors: Anrig Gregory R.
Published: October 2005

In this response to “Golden Rule on ‘Golden Rule,’” Greg Anrig reasserts his position that the “Golden Rule settlement” was a mistake. He argues that its application in Illinois has not improved the passing rate for black candidates relative to white candidates and that it has inappropriately been used as a precedent for proposed legislature mandates in other states.
Design and Development of Performance Assessments
Authors: Stiggins Richard J.
Published: October 2005

Achievement can be, and often is, measured by means of observation and professional judgment. This form of measurement is called performance assessment. Developers of large‐scale assessments of communication skills often rely on performance assessments in which carefully devised exercises elicit performance that is observed and judged by trained raters. Teachers also rely heavily on day‐to‐day observation and judgment. Like other tests, quality performance assessment must be carefully planned and developed to conform to specific rules of test design. This module presents and illustrates those rules in the form of a step‐by‐step strategy for designing such assessments, through the specification of (a) reason(s) for assessment, (b) type of performance to be evaluated, (c) exercises that will elicit performance, and (d) systematic rating procedures. General guidelines are presented for maximizing the reliability, validity, and economy of performance assessments.
Fisher's “Scale‐Book”: An Early Attempt at Educational Measurement
Authors: Cadenhead Kenneth , Robinson Richard
Published: October 2005

The authors report on the discovery of a 19th century document that illustrates an early example of educational measurement. The text, copied from the original in the British Museum, is presented in its entirety in the article.
A Response From Golden Rule to “ETS on ‘Golden Rule’”
Authors: Rooney J. Patrick
Published: October 2005

In this rejoinder to Anrig's criticisms in the last issue of EM, Rooneg responds to Anrig's arguments and reasserts his position that the Golden Rule settlement was necessarg and reasonable and has been effective.
Limitations of Standard Scores in Individual Achievement Testing
Authors: Phillips S. E. , Clarizio Harvey F.
Published: October 2005

This paper considers two major problems related to the Identification of learning disabilities with individually administered achievement tests: the appropriateness of standard versus developmental scores for determining severity of discrepancy and the limitations of existing developmental score scales. The paper also examines the characteristics of the developmental score scales of individualized achievement tests commonly used to evaluate learning disabilities.
Teacher Testing—An Update
Authors: Rudner Lawrence M.
Published: October 2005

Can teacher tests screen out unqualified individuals, strengthen the profession, attract better qualified candidates, and restore public confidence? Although 48 states have implemented or plan to implement some form of teacher testing, it is not clear whether these goals are always served.
ETS Replies to Golden Rule on “Golden Rule”
Authors: Anrig Gregory R.
Published: October 2005

In a second response to J. Patrick Rooney, the author counters Mr. Rooney's criticisms and defends the role of Educational Testing Service on the test bias issue.
Reliability of Scores From Teacher‐Made Tests
Authors: Frisbie David A.
Published: October 2005

Reliability is the property of a set of test scores that indicates the amount of measurement error associated with the scores. Teachers need to know about reliability so that they can use test scores to make appropriate decisions about their students. The level of consistency of a set of scores can he estimated by using the methods of internal analysis to compute a reliability coefficient. This coefficient, which can range between 0.0 and +1.0, usually has values around 0.50 for teacher‐made tests and around 0.90 for commercially prepared standardized tests. Its magnitude can be affected by such factors as test length, test‐item difficulty and discrimination, time limits, and certain characteristics of the group—extent of their testwiseness, level of student motivation, and homogeneity in the ability measured by the test.
Nationally Normed Elementary Achievement Testing in America's Public Schools: How All 50 States Are Above the National Average
Authors: Cannell John Jacob
Published: October 2005

Dr. Cannell asks how all 50 states can report being above average on nationally normed tests. Me reports that increased achievement is by no means the whole explanation for this finding. Whatever the full explanation of the phenomenon to which Dr. Cannell has brought widespread attention, he clearly presents a challenge to specialists in educational measurement both to better account for the phenomenon and to find better ways of explaining test results to the public.
The Lake Wobegon Effect: A Skeleton in the Testing Closet?
Authors: Phillips Gary W. , Finn Chester E.
Published: October 2005

In this article, officials of the U.S. Department of Education explain what they think of the “Lake Wobegon” phenomenon brought to widespread attention by Dr. Cannell– and what the Department is doing about it.
Riverside Comments on the Friends for Education Report
Authors: Drahozal Edward C. , Frisbie David A.
Published: October 2005

The authors, both affiliated with Riverside Publishing Company, discuss the factors they think explain the Lake Wobegon phenomenon and call for more appropriate use of normative comparisons and more complete reporting of test results.
A Response to John J. Cannell
Authors: Lenke Joanne M. , Keene John M.
Published: October 2005

Two representatives of The Psychological Corporation present their reactions to the Cannell report and call for better explanations for the public of the meaning and limits of norm‐referenced scores.
The Time‐Bound Nature of Norms: Understandings and Misunderstandings
Authors: Williams Paul L.
Published: October 2005

Presenting a view from CTB/McGraw‐Hill, the author discusses the time‐bound nature of test norms and argues that the phenomenon of most elementary students' scoring above averages from previous years' norms is a result of generally increasing levels of achievement.
SRA Response to Cannell's Article
Authors: Qualls‐Payne Audrey L.
Published: October 2005

The author defends SRA's norms, discusses some of the difficulties in pursuing Dr. Cannell's proposals, and points out that we need to monitor not just student achievement levels but also trends in curriculum.
Norm‐Referenced Test Gains May Be Real: A Response to John Jacob Cannell
Authors: Stonehill Robert M.
Published: October 2005

Finding Cannell's evidence that large proportions of students are scoring above median levels “compelling,” the author discusses possible causes, including recent achievement gains, inadequate norms, focusing of curriculums on test content coverage, and teaching to the tests.
Formula Scoring of Multiple‐Choice Tests (Correction for Guessing)
Authors: Frary Robert B.
Published: October 2005

Formula scoring is a procedure designed to reduce multiple‐choice test score irregularities due to guessing. Typically, a formula score is obtained by subtracting a proportion of the number of wrong responses from the number correct. Examinees are instructed to omit items when their answers would be sheer guesses among all choices but otherwise to guess when unsure of an answer. Thus, formula scoring is not intended to discourage guessing when an examinee can rule out one or more of the options within a multiple‐choice item. Examinees who, contrary to the instructions, do guess blindly among all choices are not penalized by formula scoring on the average; depending on luck, they may obtain better or worse scores than if they had refrained from this guessing. In contrast, examinees with partial information who refrain from answering tend to obtain lower formula scores than if they had guessed among the remaining choices. (Examinees with misinformation may be exceptions.) Formula scoring is viewed as inappropriate for most classroom testing but may be desirable for speeded tests and for difficult tests with low passing scores. Formula scores do not approximate scores from comparable fill‐in‐the‐blank tests, nor can formula scoring preclude unrealistically high scores for examinees who are very lucky.
Applying Standardized Testing to Home‐Based Education Programs: Reasonable or Customary?
Authors: Cizek Gregory J.
Published: October 2005

The author seeks to identify sources of current misutilization of standardized tests in assessing the quality of home‐based educational programs and notes some limitations of current Instruments to perform such assessments. Me suggests that both new instruments and the cooperation of concerned groups will be needed in the pursuit of increased educational alternatives, excellence, and accountability.
Using CRTS in Program Curriculum Evaluation
Authors: Osterlind Steven J.
Published: October 2005

This monograph describes how criterion‐referenced tests (CRTs) can be used in program and curriculum evaluations for developing information to form judgments about educational programs and curricula. The material is organized as follows: a brief introduction to the monograph, its purpose and goals, a discussion of the relationship between evaluation and CRTs, pertinent information about program and curriculum evaluation, relevant facts about CRTs, and a summation. A principal goal of the essay is to describe concepts and procedures in terms that are instructionally illuminating. The reader is guided to identify and examine particular points at which decisions must be made about how, when, and why CRTs may aid the evaluation process. These steps are each identified as “An Instructional Step” and presented in separate boxes with pertinent guiding questions. Conciseness is a further aim of this monograph, one consequence of which is that several important concepts are only cursorily described or alluded to. Annotated references are included. Accompanying this instructional monograph is a “Student's Self‐Test.” An “Instructor's Guide” with expanded references and materials for photocopying or preparing transparencies is available by mail order (see “Teaching Aids” ordering information).
The Lake Wobegon Effect Revisited
Authors: Cannell John Jacob
Published: October 2005

In the summer 1988 Issue of EM, John Cannell presented evidence Indicating that most states and schools are scoring above average on nationally normed elementary achievement tests. This phenomenon has come to be known as the Lake Wobegon Effect after the mythical town of Lake Wobegon where all children are above average. The summer 1988 Issue also Included commentaries on Cannels work by representatives of major test publishers and officials In the U.S. Department of Education. In this follow‐up article, Cannell responds to criticisms of his previous work.
Growth Expectations for Low‐Achieving Students: A Reply to Yen
Authors: Hoover H. D.
Published: October 2005

Yen states that “Phillips and Clarizio (1988) make a serious error in concluding that developmental standard score scales produce unrealistic expectations for growth of low‐achieving students.” The reply that follows argues that Yen's response is justified only if low‐achieving students are tested in an inappropriate way.
Traditional Equating Methodology
Authors: Kolen Michael J.
Published: October 2005

This instructional module is intended to promote a conceptual understanding of test form equating using traditional methods. The purpose of equating and the context in which equating occurs are described. The process of equating is distinguished from the related process of scaling to achieve comparability. Three equating designs are considered, and three equating methods—man, linear, and equipercentile—are described and illustrated. Special attention is given to equating with nonequivalent groups, and to sources of equating error.
Validity: Whose Construction Is it in the Teaching and Learning Context?
Authors: Tittle Carol Kehr
Published: October 2005

If a test is intended to impact teaching and leaning, how can we make a case for its validity? Currently, it is argued, the case for the validity of a test considers only the test maker's view of what the scores mean and whether they are useful for teachers and learners. Although the test maker's perspective is a necessary one, it is insufficient to validate a test, so an expanded framework for validating tests is needed. The expansion proposes using teachers'/professionals' and students' perspectives as necessary information in the validation of what test scores mean and whether they are useful to teachers and learners.
Methods for Improving Standardized Test Scores: Fruitful, Fruitless, or Fraudulent?
Authors: Mehrens William A. , Kaminski John
Published: October 2005

You may be able to identify several ways students can be prepared to take an upcoming test, but which ways are ethical to use? There are available materials that you may purchase and use to prepare students for a test: Are they effective and is it ethical to use them? What constitutes an ethically acceptable test preparation procedure?
Comparison of 1‐, 2‐, and 3‐Parameter IRT Models
Authors: Harris Deborah
Published: October 2005

This module discusses the 1‐, 2‐, and 3‐parameter logistic item response theory models. Mathematical formulas are given for each model, and comparisons among the three models are made. Figures are included to illustrate the effects of changing the a, b, or c parameter, and a single data set is used to illustrate the effects of estimating parameter values (as opposed to the true parameter values) and to compare parameter estimates achieved though applying the different models. The estimation procedure itself is discussed briefly. Discussions of model assumptions, such as dimensionality and local independence, can be found in many of the annotated references (e.g., Hambleton, 1988).
Inside High School Grading Practices: Building a Research Agenda
Authors: Stiggins Richard J. , Frisbie David A. , Griswold Philip A.
Published: October 2005

Do teachers actually follow the grading practices recommended by researchers and textbook authors? where are the discrepancies? What are possible explanations for such discrepancies? What is an agenda for further research on actual classroom grading practices of teachers?
Classroom Standard Setting and Grading Practices
Authors: Terwilliger James S.
Published: October 2005

What is the process by which grades should be assigned to students? Which learning objectives should be the basis for pass/fail decisions? Which learning objectives should be the basis for assigning better grades? How might this procedure be implemented?
Book Review
Authors: Mazzeo John
Published: October 2005

Book reviewed in this article:

The Influence of Cognitive Psychology on Testing Royce R. Ronning, John A. Glover, Jane C. Conoley & Joseph C. Witt (Eds.)
Research on the Effects of Administering Tests via Computers
Authors: Wise Steven L. , Plake Barbara S.
Published: October 2005

Studies on the effects of computerized testing show that computer‐based tests are not equivalent to their conventional counterparts, the results of item feedback are inconclusive, and computerized‐adaptive tests can be as reliable as conventional tests with fewer items administered. The effects of the ordering of items, the ability estimation procedures, and the context of item administration in the estimation of parameters are some areas that require further investigation.
Adaptive Testing: The Evolution of a Good Idea
Authors: Reckase Mark D.
Published: October 2005

The psychometric requirements for adaptive testing are reviewed and the historical antecedents are considered. An analysis of these two factors reveals the importance of the concept of the item/person interaction. Future areas for advancement of adaptive testing are discussed.
Item Writing and Item Banking by Microcomputer: An Update
Authors: Roid Gale H.
Published: October 2005

Computer packages that assist the test developer in writing items, generating tests, and building item banks are critically examined. There appears to be a lack of fully integrated software packages for item writing. Although there are many test generators, they do not really assist the test developer in checking the wording of items. Packages are available, however, for building quality item banks.