Local or National Norms for Achievement Tests discuss the type of student group whose performance serves as the basis for developing normative data (for HSPT and EDSERIES users).

Major Misconceptions about “Grade Equivalent” Scores discuss how grade equivalent norms are obtained; the limitations of grade equivalents; and the proper way to interpret these scores (for HSPT and EDSERIES users).

Basic Guidelines for Improving Classroom Tests can assist teachers in the development of a testing program. This includes planning tests, identifying types of tests, improving tests, scoring, and grading.

Determining a Preschool Handicapped Population describes the comprehensive identification process used to locate, screen, and evaluate mentally/physically challenged children (for CIP users).

Coping Characteristics of Disabled and Nondisabled Young Children reviews the methodology, results, and conclusions of field tests of the Early Coping Inventory. The influence of income, gender, age, and ethnicity are examined, and the implications of early intervention are discussed.

What is a CSQ? contrasts and defines Intelligence Quotients (IQs) and cognitive skills quotients (CSQs). It also discusses the primary uses of the CSQ

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