The purpose of this study was to evaluate technical adequacy features of an online adaptation of vocabulary matching known as critical content monitoring. Validity and reliability studies were conducted with a sample of 106 students from one school in fifth-grade science content. Participants were administered 20 parallel forms of the general outcome measure over a 2-week period. Criterion-related validity correlations with a statewide accountability test ranged from .36 to .55 for the 20 parallel forms. A pooled estimate of a common correlation between the state test and the probes was found to be .45. While correlation differences were not found, statistically significant differences in probe mean scores were identified across the body of parallel forms. Student commentary regarding the online assessment process was largely positive. Alternate-form reliability correlations ranged from .21 to .73, with a median correlation of .56. Limitations and implications are addressed.

Arenigobius bifrenatus (Kner 1865) is a burrowing coastal and estuarine goby from temperate areas of Australia. One specimen was captured from the Whangateau Harbour, north-eastern New Zealand, on 1 April 1998, constituting the first record of this species from New Zealand. Further intensive beach seining at Pollen Island, within the Waitemata Harbour (Auckland), yielded two further specimens which were females in breeding condition. We suggest that the species is an adventive, and its presence in northern New Zealand waters is the result of accidental transport in shipping ballast water.

Research questions addressed the structure of an online form of content-focused general outcome measurement known as critical content monitoring. The assessment tool is designed to serve as an accurate and efficient measure learning performance and progress in science and social studies classes. Scores from single administrations of critical content monitoring probes that varied in content and length were correlated with results from a statewide accountability content test for a sample of American fifth-grade students. The magnitude of correlation was moderate for probes that included a single content (i.e., social studies) or a mix of two subjects (i.e., social studies and science). Comparable correlations were reported for probes that featured reduced time or increased questions. Limitations and research implications are discussed.