The Denning Issues Test, Version 2 (DIT2), updates dilemmas and items, shortens the original Defining Issues Test (DIT1) of moral judgment, and purges fewer participants for doubtful response reliability. DIT1 has been used for over 25 years. DIT2 makes 3 changes: in dilemmas and items, in the algorithm of indexing, and in the method of detecting unreliable participants. With all 3 changes, DIT2 is an improvement over DIT1. The validity criteria for DIT2 are (a) significant age and educational differences among 9th graders, high school graduates, college seniors, and students in graduate and professional schools; (b) prediction of views on public policy issues (e.g., abortion, religion in schools, rights of homosexuals, women's roles); (c) internal reliability; and (d) correlation with DIT1. However, the increased power of DIT2 over DIT1 is primarily due to the new methods of analysis (a new index called N2, new checks) rather than to changes in dilemmas, items, or instructions. Although DIT2 presents updated dilemmas and smoother wording in a shorter test (practical improvements), the improvements in analyses account for the validity improvements.

Kohlberg's LegacyForemost in Larry Kohlberg's legacy is his modelling of openness to new developments and possibilities. When he was rst formulating his theory of moral development, the work of Jean Piaget was coming to the attention of American psychologists (e.g. Flavell, 1963), and the work of John Rawls in moral philosophy (1971) was recognised as a new way for moral philosophy to say something signi cant (beyond clarifying moral language) about normative ethics. Kohlberg's fusion of Piaget and Rawls excited many researchers because of its interdisciplinary approach (taking seriously the questions and contributions of developmental psychology and of normative ethics), and because it addressed issues of the day (e.g. what is social justice?). Recall that in the 1960s and 1970s the US Civil Rights movement, the Vietnam War and the Watergate Scandal were all controversial issues that divided

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This article reviews studies examining the effect of professional education on ethical development. Most studies limit assessment to the measurement of moral judgement, observing that moral judgement plateaus during professional school unless an ethics intervention is present. Whereas interventions influence the shift to postconventional reasoning (the DIT P score), a more illuminating picture of change may emerge if researchers examined DIT profiles. More importantly, limiting assessment to measures of moral judgement ignores important aspects of moral functioning suggested by the Four Components Model. Assessment methods have been validated for sensitivity, role concept and ethical implementation that could be adapted to provide individuals in a particular profession with a more complete picture of abilities needed for real-life professional practice.

This article presents guiding principles for the assessment of competence developed by the members of the American Psychological Association's Task Force on Assessment of Competence in Professional Psychology. These principles are applicable to the education, training, and credentialing of professional psychologists, and to practicing psychologists across the professional life span. The principles are built upon a review of competency assessment models, including practices in both psychology and other professions. These principles will help to ensure that psychologists reinforce the importance of a culture of competence. The implications of the principles for professional psychology also are highlighted. research and clinical practice focus on competency-based education, training, and supervision of interns and postdoctoral fellows; family violence; suicidal behavior across the life span; and family systems medicine. NANCY J. RUBIN received her PsyD from the University of Denver in clinical psychology. She is an associate professor and the Director of Psychology