Sources for Validity and Reliability Information
for Selected Standardized Tests
CHILDREN'S DEPRESSION INVENTORY (CDI) REFERENCES
American Psychiatric Association.
(1994). Diagnostic and Statistical Manual of Mental Disorders (4th ed. Rev.).
Beck, A. T. (1967). Depression:
Clinical, experimental, and theoretical aspects.
Carlson, G. A. and Cantwell, D. P.
(1981). A survey of depressive symptoms in a child and
adolescent psychiatric population. Journal
Kavan, M. G. (1992). Review of the Children’s Depression Inventory.
In J. J. Kramer & J. C. Conoley (Eds.), The eleventh mental measurements yearbook [Electronic
version]. Retrieved February 18, 2004, from the Buros
Institute's Test Reviews Online website:
Kovacs, M. (1983). The
Children’s Depression Inventory: A self-rated depression scale for school-aged
youngsters. Unpublished manuscript, University of Pittsburgh
School of Medicine,
Kovacs, M. (1992). The
Children’s Depression Inventory (CDI) Manual. Multi-Health
Knoff, H. M. (1992). Review of the Children’s Depression Inventory. From J. J. Kramer & J. C. Conoley (Eds.), The eleventh mental measurements yearbook [Electronic version]. Retrieved February 18, 2004, from the Buros Institute's Test Reviews Online website: http://www.unl.edu/buros.
Politano, P. M., Nelson, W. M., Evans, H. E., Sorenson, S. B., and Zeman, D. J. (1986). Factor analytic evaluation of differences between black and Caucasian emotionally disturbed children on the Children’ Depression Inventory. Journal of Psychopathology and Behavioral Assessment, 9, 1-7.
Saylor, C. F., Finch, A. J., Spirito, A., and Bennett, B. (1984). The Children’s Depression Inventory: A systematic evaluation of psychometric properties. Journal of Consulting and Clinical Psychology, 52, 955-967.
DIBELS LITERACY TEST REFERENCES
Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
Blachman, B. A. (1991).
Phonological awareness: Implications for pre-reading and early reading
instruction. In S. A. Brady & D. P. Shankweiler
(Ed.), Phonological processes in literacy (pp. 29-36).
Bradley, L. & Bryant, P. E. (1983). Categorizing sounds and learning to read – A causal connection, Nature, 30,, 419-421.
Byrne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child’s acquisition of the alphabetic principle. Journal of Educational Review, 81, 313-321.
Diamond Canyon Schools (2005). DIBELS, Labels, AIMS, Terra Nova, what does
it all mean? Retrieved March 22, 2006 from
Dynamic Indicators of Basic Early
Literacy Skills (2006). Retrieved March 22, 2006 from
Eck, J. (2002).
Assessment overview: Foundations of DIBELS.
Ehri, L. C. (1987). Learning to read and spell words. Journal of Reading Behavior, 19, 5-31.
Francis, D.J., Santi, K.L., & Barr, C. (2005). Form effects on the estimation of students’ progress in oral reading fluency using CBM. CRESST. Retrieved March 24, 2006 from http://www.tlc2.uh.edu/times/Presentations/2005/CRESST2005.pdf.
Good, R. H. & Kaminski, R. A. (2005). DIBELS: A reliable and valid reading assessment grades K-6 overview [Electronic version]. Sopris West. Retrieved March 24, 2006 from http://www.dibelsassessment.com/Z188PO_8-04.pdf.
Good, R. H., Kaminski, R. A., ReMillard,
A., Ebmeyer, C., & VanLoo,
D. (2001). Using DIBELS in an outcomes driven model. Early Childhood Research
Hintze, J.M., Ryan, A.L., &
Stoner, G. Concurrent validity and diagnostic accuracy of the Dynamic
Indicators of Basic Early Literacy Skills and the Comprehensive Test of
National Research Council (1998).
Preventing reading difficulties in young children.
No Child Left Behind Act of 2001, H.R. 1, 107th Cong. (2001).
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & DIBELS/CTOPP 24 Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
Wagner, R. K., Torgesen,
J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing.
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
Whalen, A. (2006).
Universal screening and progress monitoring. Oregon Department of
Education. Retrieved March 22, 2006 from
DISC AND MYERS-BRIGGS PERSONALITY TEST REFERENCES
Forum posting – no posted reliability measures on MBTI
Fairtesting.org (2004). http://www.fairtest.org/states/mi.htm
(2004). MEAP vs. ACT: Myth vs. fact.
Department of Education (2004). Design and validity of the MEAP Test .
Educational Measurement (2004). Psychometric services experience.
Consultants (February, 1999).
Burns, M., Hafner,
K., Mojica, Y. & Somers, J. (2002). MASP
response to education yes proposal.
Design and validity of the MEAP test, An
September 24, 2003, from Michigan Department of Education Website
via State of
Merit award (n.d.) Retrieved September 21, 2003, from http://www.meap.org/html/matest/designed.htm
PREPARE MARITAL TEST REFERENCES
Barnett, Lindean E., Rev. Personal Interview, 4/4/06.
Buros Institute of Mental Measurements. Mental Measurement Yearbook (Online). SilverPlatter
Information, Inc. website:
Evers, Eric, Rev. Personal Interview, 4/6/06.
Evers, Paige G., Rev. Personal Interview, 4/3/06.
Fowers, B.J., Montel, K.H., & Olson, D.H.(1996). Predicting Success For Premarital Couple Types Based on PREPARE. Journal of Marital & Family Therapy, 22 (1), 103-119.
Knutson, L. and Olson, D.H. (2003). Effectiveness of PREPARE Program with Premarital Couples in Community Settings. Marriage & Family: A Christian Journal, 6 (4), 529-546.
Larson, J.H., Holman, T.B., Klein, D.M., Busby, D. M., Stahmann, R. F., and Peterson, D. (1995). A review of comprehensive questionnaires used in premarital education and counseling. Family Relations, 44, 245-252.
Olson, D.H., & Olson, A.K.(1999).
Prepare/Enrich Program: Version 2000. Handbook of
Preventative Approaches in Couple Therapy. Pages 196-216
PREPARE/ENRICH website: http://www.prepare-enrich.com/indexm.cfm
Watson, David G., Rev. Email communication, 4/12/06.
Bridgeman, B., Jenkins, L.M., Ervin, N (2000) Predictions
of Freshman Grade Point Average from the Revised and Recentered SAT I:
Baird, D (2000) Instructions and Objectives:
Breland, H., Kubota, M., Nikerson, K.,
Education Policy Analysis: School Based Standard Testing
Fair Test [online]
Fair Test [online]
Hill, R (2001) Issues Related to the Reliability of
School Accountability Tests. Educational Assessment, Inc.
Houghton, N (2002) Biased, Content, Context, and Values, An Examination of the SAT
SAT Data Tables [online]
UC and the SAT: Predictive Validity and Differential
Impact of the SAT I and SAT II at the University of the
Boldt, R.F. (1986) Generalization of SAT validity across colleges. The College Board for Educational Professionals web page.
Camara, W.J. (2003) Comparing essays written under different timing conditions. Research Survey Office of Research and Development RS-08. [Electronic Version] Retrieved on 9-22-03 at: http://www.collegeboard.com/
Fleming, J. & Garcia, N. (1998) Are standardized tests fair to African Americans? Predictive validity of the SAT in black and white institutions. Journal of Higher Education, 69(5) 471-95.
Fleming, J. (2000) Affirmative action and standardized test scores. Journal of Negro Education. 69(1/2) 27-37.
Korbin, J.L. (2002) Forecasting the predictive validity
of the new SATR I writing section (College Board Research Report No. 2002-xx).
Bower, A. & Hayes, A. (1995). Relationships of scores on the Stanford-Binet fourth edition and form L-M: Concurrent validation study with children who have mental retardation. American Journal on Mental Retardation, 99(5), 555-58.
Laurent, J. (1992). Review of validity research on the Stanford-Binet Intelligent Scale: Fourth edition. Psychological Assessment, 4(1), 102-12.
Laurent, J., Swerdlik, M. & Ryburn, M. (1992). Review of validity research on the Stanford-Binet Intelligence Scale Fourth Edition. Psychological Assessment, 4(1), 102-112.
Nelson, W.M. & Dacey, C.M. (1999). Validity of the Stanford-Binet Intelligence Scale-IV: Its use in young adults with mental retardation. Mental Retardation, 37(4), 319-325.
Other links about Stanford-Binet Intelligence Scale: Fourth Edition include: