The present data provide support for the reliability of the Multicultural Personality Questionnaire among a sample of job applicants (n ¼ 264). Factor analysis confirmed five factors: Cultural Empathy, Open-Mindedness, Social Initiative, Flexibility, and Emotional Stability. Moreover, the data largely support the construct validity of the MPQ. Correlations

Summary: Tests constitute one of the technological tools most frequently used by psychologists in their professional practice. Like any other scientific technology, tests can be used both in appropriate and inappropriate ways. Currently, various institutions, both national and international, are developing projects and activities aimed at improving testing practices. In Europe, the Task Force on Tests and Testing created by the European Federation of Professional Psychologists' Associations (EFPPA) designed a questionnaire to sample the opinions of professional psychologists about tests and testing in order to help in making the right decisions for improving testing practices in Europe. This paper presents the results obtained using the EFPPA Questionnaire. A sample of 3,455 Spanish, 2,407 English, 2,079 Dutch, 321 Slovenian, 218 Croatian, and 210 Belgian psychologists responded to the questionnaire. In general, European psychologists show a positive attitude toward tests and testing, while at the same time expressing the need for institutions to adopt a more active role in promoting good testing practices. Results show that the tests most frequently used are intelligence tests, personality questionnaires, and depression scales. Finally, the results are analyzed in detail, and some possible measures for improving testing practices in Europe are discussed.

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An intelligence test for blind and low vision children—aged 6 to 15 years—has been constructed. Based on a short vision test, two groups of braille educated children were distinguished: children without usable vision and children with usable vision. No blindfold is used in this test. This article summarizes the results of different types of statistical analyses. Within this framework, more detailed quantitative research can be interpreted. The subtests appear to be highly reliable, and achievement in school can be predicted with some accuracy. Factor analysis indicates four interpretable factors in both vision groups. The vision groups—for which separate age-norms were established—differed mainly on tests measuring spatial ability.

This article presents the results of statistical analyses of the scores on subtests of the Intelligence Test for Visually Impaired Children—a new test with nonverbal subtests for children aged 6–15. The analyses were conducted for two vision groups: children with no usable vision and children with usable vision. The classification is based on the results of a short, objective vision test. The results suggest that the battery has differential—factorial and predictive—validity.