bluuebunny/crossref_metadata_2025 huggingface dataset:
Selecting Alpha by Minimizing Expected Regret: An Example
Authors: Reitsch Arthur G.
Published: March 2007

This article illustrates the use of a recent technique for selecting alpha based on the particular circumstances of a hypothesis-testing problem. Rather than selecting alpha arbitrarily, this technique takes into account the prior probability that Ho is true and the penalties associated with Type I and Type II errors.
Some Restrictions in the Application of the Spearman-Brown Prophesy Formula to Observational Data
Authors: Hartmann Donald P.
Published: March 2007

In at least two situations, use of the Spearman-Brown prophesy formula yields overestimates of the interobserver reliability of composite scores. The appropriate formulas for estimating the interobserver reliability of composite scores, as well as efficient means of estimating the elements in these formulas are presented.
The Comparative Validities of Traditional Item-Selection and Item-Sampling Procedures in Evaluation of Student and Class Progress Toward Course Objectives in Freshman Psychology
Authors: Rothrock Julia E. , Michael William B.
Published: March 2007

Constituting essentially a replication of an earlier investigation by Poggio and Glasnapp (1973), this study was directed toward assessing the comparability of test scores arising from use of traditional procedures of assembling test items to prepare constant-item test forms with those scores associated with employment of content-sampling (matrix-sampling) techniques to construct item-sampled test forms. The sample was 104 community college students in northern California, who were enrolled in a one-semester introductory psychology course. Comparisons were made in the mean scores on the two types of test forms employed in each of three in-class midterm examinations as well as of the validity coefficients of these two types of test forms relative to each of two criterion measures representing two parts of a final achievement examination. Although evidence regarding the comparability of the score distributions of the two kinds of test forms was equivocal, item-sampled test forms were no more valid than were constant-item test forms. Moreover, optimally weighted composites of three item-sampled test forms were no more valid than were corresponding composites of three constant-item test forms.
The Association of College Performance with High School Grades and College Entrance Test Scores
Authors: Price Forrest W. , Kim Suk Hi
Published: March 2007

This paper attempts to identify some of the variables associated with performance of undergraduate business students with the possibility that the results might be used to establish some quantifiable criteria for admissions and counseling purposes. It is revealed that both high school grades and college entrance examination scores are directly associated with college performance. However, it appears reasonable to believe that college entrance examination scores are more significant and important in influencing the variation in college performance than are high school grades.
Sex Stereotypes and Trait Favorability on the Adjective Check List
Authors: Williams John E. , Best Deborah L.
Published: March 2007

Using the items from the Adjective Check List in a relative judgment method. Williams and Bennett (1975) found that men and women subjects were in close agreement as to the characteristics which compose the male and female sex stereotypes. The present study was designed to replicate the Williams and Bennett findings using an absolute judgment method and also to investigate the favorability of each stereotype more systematically. Results indicated that the stereotypes derived by the two methods were highly similar and that the male and female stereotypes did not differ in overall favorability ratings. Based on the data from both studies, a single sex stereotype index score was derived for each of the 300 Adjective Check List items. These scores may be used to determine the mean sex stereotype value of standard self-descriptions, as well as any other concepts (e.g., "men in general," "ideal physician," "ideal mate") described by the use of this item pool.
The Effect of Response Style on Cognitive Complexity and Course Evaluation
Authors: Wright Robert J. , Richardson Leroy
Published: March 2007

This study investigated the relationship between response style in college course evaluation and cognitive complexity. One hundred and two undergraduate students were administered the Role Construct Repertory Test of cognitive complexity during the first half of the Spring Term of 1974. At the end of that college semester they were asked to respond to a standard thirty-five-item course evaluation questionnaire. A significant relationship between cognitive complexity and within subject variance across the thirty-five Likert-type scale items of the course evaluation instrument was hypothesized. A multiple correlation between the ten sub-scales on the cognitive complexity instrument, and the criterion, within subject variance in course evaluation, supported this hypothesis. The possibility that the construct, cognitive complexity, and the within subject range of responses in course evaluation, are both influenced by personal response bias, was discussed.
An Empirical Analysis of the Tennessee Self Concept Scale
Authors: Pound Ronald E. , Hansen James C. , Putnam Barbara A.
Published: March 2007

A study was conducted to investigate the contributions of the Tennessee Self Concept Scale to the understanding of self-concept components. An Alpha Factor Analysis was employed to examine the independence of the instrument's subscales. Canonical correlations were used to investigate the independence of the Scale's "internal" and "external" profiles. It was concluded that one apparent General Factor accounted for the majority of explainable variance within the subscales. It was further concluded that the General Factor was best represented by the overall level of self-esteem. The implication was that as much information about self-concept can be obtained from the Total Score as can be extracted from the combined subscales.
A Method of Scaling with Incomplete Pair-Comparison Data
Authors: Clark James A.
Published: March 2007

Data generated by the method of pair-comparisons can be analyzed by the least squares technique. A system of normal equations is derived by which the original objects are scaled. Among the advantages of this method of scaling is no requirement that all object pairs be compared. Several examples are provided demonstrating the application of the least squares equations.
Assessing the Level of Actualizing of Psychiatric in-Patients: Validity of the Personal Orientation Dimensions
Authors: Rofsky Marvin , Fox Jack , Knapp Robert R. , Michael William B.
Published: March 2007

The Personal Orientation Dimensions (POD) (Shostrom, 1975) was administered to 91 psychiatric in-patients to assess their level of actualizing as compared with clinically nominated actualizing and "normal" samples. Results showed that differences between the hospitalized sample and the actualizing sample were significant in the expected direction for 12 of the 13 scales. Differences between the hospitalized sample and the nominated normal sample were also significant in the expected direction for 12 of the 13 scales.
Correlation of the Object Assembly and Block Design Tests of the Wechsler Adult Intelligence Scale and the Torrance Tests of Creative Thinking
Authors: Martin John D. , Blair Garland E. , Stokes Elizabeth H. , Armstrong Gloria
Published: March 2007

The purpose of the present study was to determine the intercorrelations among the Object Assembly and the Block Design Tests of the Wechsler Adult Intelligence Scale and the Torrance Tests of Creative Thinking. The subjects were 40 undergraduate students. Pearson product-moment coefficients were computed. Significant beyond the .05 level, the coefficients obtained between scores on the Block Design and scores on Verbal Originality and between scores on the Block Design and scores on Figural Elaboration were .33 and .38, respectively. The coefficients resulting between scores on Object Assembly and those on Verbal Originality and between scores on Object Assembly and those on Figural Elaboration were .40 and .60, respectively (both coefficients being significant beyond the .01 level). The correlational results of the present paper suggest that the Object Assembly and the Block Design Tests of the WAIS may reflect some sort of creative ability.
Domain Validity—Why Care?
Authors: Rozeboom William W.
Published: March 2007

A strict equivalence presupposed by Kaiser and Michael to derive the coefficient of "domain validity" is defensible only as a biased approximation. But then, it is far from clear what psychometric significance this coefficient has in the first place.
Computer Program to Compute Salient Variable Similarity Index and Congruence Coefficients for Matching Factor Matrices
Authors: Brennan Jerry
Published: March 2007

A computer program to compare factor matrices which have at least some variables in common is described. The program calculates both the salient variable similarity index and the congruence coefficient. The PLI program compares all factors in one matrix with all factors in the other matrix. There are no limits for the number of variables or factors in either matrix. The order of variables in one matrix may be changed to match the other and variables not shared by both matrices may be deleted.
Peabody Picture Vocabulary Test Scoring By Fortran
Authors: Horan Mary D. , Hick Thomas L.
Published: March 2007

A FORTRAN V program is cited that quickly and accurately scores large numbers of Peabody Picture Vocabulary Tests.
The Validity of the Beery Test of Visual-Motor Integration in Predicting Achievement in Kindergarten, First, and Second Grades
Authors: Klein Alice E.
Published: March 2007

The ability of the Visual-Motor Integration Test (VMI) to predict academic achievement was assessed by using three samples of pre-kindergarten pupils from three successive years in a large midwest school district. At the beginning of the kindergarten year, the Screening Test of Academic Readiness (STAR) was administered to all three samples. Obtained VMI-STAR correlations ranged from .102 to .595. At the beginning of the first grade, the Stanford Early School Achievement Test (SESAT), Primary Battery II, was administered to two samples of pupils. The VMI-SESAT correlations ranged from .271 to .498. At the beginning of the second grade, the Stanford Achievement Test (SAT), Primary Battery I, was administered to one sample of pupils. The VMI-SAT correlations ranged from .251 to .402. All of the 61 correlations were statistically significant. The VMI appeared to be most predictive of STAR Total and Numbers scores. SESAT Mathematics and Word Reading scores, and SAT Total Mathematics scores. Test-retest realiability, obtained on one sample over a time period of seven months, was .630.
A Questionnaire Measure of Individual Differences in Achieving Tendency
Authors: Mehrabian Albert , Bank Lewis
Published: March 2007

Reliability and validity data are reported for a questionnaire measure of individual differences in achieving tendency which is an expanded and improved version of Mehrabian's (1969) scales. The final 38-item questionnaire is based on a general and large pool of items tapping most aspects of achieving tendency identified in the literature and in other measures of achievement. Balanced for response bias, the scale has high internal consistency as evidenced by a coefficient of .91 obtained from use of Kuder-Richardson formula (20). The measure is also independent of social desirability as it correlated .02 with the Crowne and Marlowe (1960) social desirability scale. Correlations with the Jackson (1967) and Mehrabian (1969) measures of achieving tendency were statistically significant and high.
Critical Values for Chacko's Homogeneity Test Against Ordered Alternatives
Authors: Roth Gary L. , Daniel Wayne W.
Published: March 2007

The purpose of this paper is to present a table of critical values for use with the ordered alternatives test developed by Chacko (1963).
The Shine Combined Anova and Unequal Group Sizes
Authors: Shine Lester C.
Published: March 2007

Procedures are indicated for carrying out a Shine Combined ANOVA when there are unequal group sizes.
A Simple Distribution-Free Test for Trend in One- Way Layouts
Authors: Berenson Mark L.
Published: March 2007

Behavioral researchers are often interested in testing for trend effects in completely randomized designs. Since the usual analysis of variance procedures were designed for testing against more general alternatives, significant trend effects are sometimes undetected. For those situations in which the researcher desires to test for trend a distribution-free test procedure developed by Puri provides a suitable substitute. This paper then describes the simple but highly powerful Puri test. Critical values are derived and a schematic diagram is given so that a computer package could be implemented. In addition, an application demonstrating the usefulness of the technique is presented.
Empirical Validity of Ertl's Brain-Wave Analyzer (BWA02
Authors: Fischer Donald G. , Hunt Dennis , Randhawa Bikkar S.
Published: March 2007

The empirical validity of Ertl's brain wave analyzer was investigated by the known contrasted groups method. Thirty-two academically talented (mean IQ score = 147) and 16 academically handicapped (mean IQ score = 79) boys and girls aged 12-14 years were compared on four Primary Mental Abilities (PMA) tests, two Sequential Tests of Educational Progress (STEP) measures, and seven Brain Wave Analyzer (BWA) measures.

Results indicated that (1) the PMA and STEP variables alone provide excellent discrimination between academically handicapped and academically gifted adolescents; (2) the PMA and STEP variables in combination with BWA variables, (e.g., Frequency Ratio) did afford more accurate discrimination between the two groups than did any one measure alone—a finding suggesting that BWA variables can make a valuable contribution to the understanding of "learning potential"; (3) BWA variables alone did not furnish an adequate level of discrimination between the two groups—an outcome revealing that the BWA cannot be used as a substitute for paper-and-pencil measures of learning potential; (4) the present significant sex differences in BWA scores did imply a need for separate norms for males and females; and (5) the norms set forth in the BWA manual should be revised.
A Further Report on the Validity and Reliability of the Personal Attribute Inventory for Children as a Self-Concept Scale
Authors: Parish Thomas S. , Taylor James C.
Published: March 2007

A total of 390 elementary school students from grades three through eight of a Midwestern school system were administered both the Personal Attribute Inventory for Children (PAIC) and the Children's Self-Concept Scale (CSCS). A correlation of .32 ( p < .001) was found between these two scales. Over a four week interval a test-retest correlation of .88 ( p < .001) was obtained for the PAIC. Researchers are urged to consider using the PAIC as it not only provides a relatively reliable and valid measure of children's self-concepts, but also a very easy one to administer and to score.
Mixed Effects Manova Using BMD12V
Authors: James Michael
Published: March 2007

Details are given on how to use the mixed effects MANOVA table provided by BMD12V to compute Raw Generalized Variances and hence U and F statistics for mixed effects models.
The Factorial Validity of a Measure of Students' Perceptions of the Learning Environment for Science in Preservice Elementary Teacher Education
Authors: Crowther Henry I.G. , Preece Peter F.W.
Published: March 2007

An instrument was developed to measure students' perceptions of 12 specific features in the learning environment for science in institutions concerned with preservice elementary teacher education. Factor analysis of the perceptions of specific features yielded two group factors, and the reliabilities of the tests of specific features and of group factors were shown to be adequate, both in the initial test development stage and in subsequent confirmatory studies. The instrument appears to be promising for the investigation of both individual differences in perception and differences in learning environments between institutions. Additional research is needed to confirm the validity of two constructs identified: General Orientation towards Science and Academic Climate.
Validity of the Study Practices Inventory for Pharmacy Students
Authors: Willoughby T. Lee , Kelly Brenda , Casale Ula
Published: March 2007

The validity of the Study Practices Inventory (SPI) for a group of entering pharmacy students was assessed. The four subscores of the SPI were correlated with students' entering grade point average (GPA) and with their scores on the four subtests of the Nelson-Denny (ND) Reading Test. Statistically significant correlations included : (1) SPI-Systematic and Purposeful Study with GPA; (2) SPI-Total Score with GPA; (3) SPI-Verbal Comprehension with ND-Vocabulary ; and (4) SPI-Scholastic Motivation with ND subscores. Further analysis showed (1) that a significant correlation between ND-Vocabulary scores and GPA did exist and (2) that an optimally weighted combination of the total scores on the SPI and ND yielded a multiple correlation coefficient greater than the zero-order correlation of either the SPI or ND with GPA. The results were interpreted to indicate that the administration of both the SPI and the ND is likely to yield more valid prediction of academic achievement than that afforded by either instrument alone.
Estimating the Parameters of the Beta-Binomial Distribution
Authors: Wilcox Rand R.
Published: March 2007

For some situations the beta-binomial distribution might be used to describe the marginal distribution of test scores for a particular population of examinees. To use this distribution it is necessary to estimate two parameters which characterize the beta-binomial model. One method of estimating these parameters is to approximate the maximum likelihood estimates using some appropriately chosen iterative technique. When the number of examinees is small, however, it is not clear that this method of estimation is justified since the iterative approximations might not converge to the maximum likelihood estimate. Using Monte Carlo techniques, this paper compares the Newton-Raphson approximation to the maximum likelihood estimate with several other possible procedures. It is found that the Newton-Raphson method should be used when it yields admissible (positive) results.
An Examination of Characteristics of Two Statistics of Agreement for Genuinely Dichotomous Data
Authors: Van Fleet David D. , Chamberlain Howard
Published: March 2007

This paper presents an empirical analysis of similarities and differences among two statistics, G and Phi, which treat genuinely dichotomous data. These results can aid researchers in selecting between these two statistics and in evaluating results from the use of one versus the other.
Family Characteristics and Intellectual Growth: An Examination By Race
Authors: Barnes Jonathan , Fisher James , Palmer Michael
Published: March 2007

A random sample of 56 black and 52 white students was used to test the confluence model. Results indicated the confluence model was representative of the total sample, but not the segregated groups. The confluence model and parental occupation were deemed insufficient in accounting for racial differences in IQ Scores.
Apriori: a Fortran IV Computer Program to Select the Most Powerful a Priori Comparison Method in an Analysis of Variance
Authors: Conard Elizabeth H. , Lutz J. Gary
Published: March 2007

A program is described the purpose of which is to select the most powerful among four methods for conducting a priori comparisons in an analysis of variance. The approaches considered are: orthogonal contrasts, Scheffe's method, Dunn's method, and Dunnett's test. The user supplies the program with the specifications of the analysis including number of cells, sample sizes, contrast coefficients, and the desired experiment-wise Type I error risk. The program supplies the critical t ratio and the per-comparison Type I error risk for each of the relevant methods along with a specification as to which is the most powerful. Within certain limitations, the program is capable of dealing with both one-way and factorial designs. It also can consider both one-tailed and two-tailed tests.
Further Evidence on the Redundancy of the Stanford Achievement Test
Authors: Klein Alice E.
Published: March 2007

The latest revision of the Stanford Achievement Test (SAT), Primary Battery I, consists of seven subtests combined to yield three subtotal scores and one Total Battery score. As part of the ongoing evaluation of an early childhood preschool program, the SAT was administered to second-grade children. It was noted that the results appeared to be similar regardless of which SAT scores were used. After it had been determined that an older version of the SAT, Advanced, had been factor analyzed and found to be highly redundant, a factor analysis was performed on the SAT, I scores of 927 beginning second grade pupils. Results of the analysis showed one common factor with no evidence for the differential utility of the seven subtest or three subtotal scores generated by the SAT.
The Boundary Organization of Self-Concept Across the 13 Through 18 Year Age Span
Authors: Ellis D.W. , Gehman W.S. , Katzenmeyer W.G.
Published: March 2007

The structure of adolescent self-concept was examined across the age span of 13 through 18 years. Six thousand students in grades 7 thru 12 who completed the Self Observation Scales Junior and Senior High Level comprised the student population. Six homogeneous age and grade groups were selected. The factor structures of the six grade groups were compared to determine the stability of the structure of self-concept across the adolescent years. Seven dimensions of self-concept were found to be stable while one dimension of self-concept changed across the age span. The findings lend support to the theoretical postulation that there is a reorganization of the boundaries of self-concept which occurs near age 16 (grade 10).
Some Exact Sample Sizes for Comparing the Squared Multiple Correlation Coefficient to a Standard
Authors: Wilcox Rand R.
Published: March 2007

When analyzing p, the squared multiple correlation coefficient, an investigator may be more interested in determining whether p is above or below a known constant rather than testing the hypothesis that p = 0. This paper gives the exact sample sizes required for answering this question when an indifference zone formulation of the problem is used. The results reported here also give a lower bound to the probability of making a correct decision when n observations are available.
A Validation Study of the Inventory of Teacher Knowledge of Reading
Authors: Ellsworth Randy , Miller John W.
Published: March 2007

The reliability and construct validity of an instrument designed to measure teacher knowledge of reading are examined. The instrument was administered to a sample of 304 elementary school teachers. Results revealed significant differences among teachers grouped by number of years of teaching experience, degree level, number of reading courses, and grade level taught. All differences were interpreted as supporting the construct validity of the instrument. Internal consistency reliability was estimated at .91.
Relationship Between Two Expressions of Reliability: Percentage Agreement and Phi
Authors: Wakefield James A.
Published: March 2007

Studies in applied behavior analysis have used two expressions of reliability for human observations: percentage agreement (including percent occurrence and percent nonoccurrence agreement) and cor-relational techniques (including the phi coefficient). The formal relationship between these two expressions is presented and the overstatement of reliability by percentage agreement, relative to phi, is discussed. It is suggested that both expressions be reported in order to communicate reliability unambiguously and to facilitate comparison of the reliabilities from different studies.
Kerlinger's Criterial Referents Theory Revisited
Authors: Zak Itai , Birenbaum Menucha
Published: March 2007

Kerlinger's criterial referents theory of attitudes was tested cross culturally by administering an education attitude referents (i.e., single words and short phrases) summated-rating scale to 713 indi viduals in Israel. The theory's claim of a dualistic structure of educa tional attitudes was tested with the aid of Radial Parcelling Analy sis, avoiding rotational procedures. Two distinct clusters of referents, corresponding to Traditional and Progressive attitudes, appeared even without the aid of rotation and supported Kerlinger's theory. In addition, the response pattern to criterial and non-crite rial referents was examined. A J-shape response pattern was discov ered for criterial referents, while the responses to non-criterial refer ents were diffused, and randomly scattered across the five possible categories of each item. Thus, the results indicated an empirical cross-cultural validity of the theory, but also raised questions con cerning the adequacy of measuring attitudes without referring to their criteriality.
A Confirmatory Factor Analysis Approach to Construct Validation
Authors: Rezmovic Eva Lantos , Rezmovic Victor
Published: March 2007

A multitrait-multimethod matrix containing two methods of measuring 12 personality traits was analyzed. Because earlier studies disagreed on the effects of method variance on construct validity, confirmatory factor analysis was applied to the data. Although unexplained variance remained, method factors and a general personality factor significantly improved the fit of a model containing only trait factors. It was concluded that confirmatory factor analysis merits wider use in situations where researchers can formulate specific hypotheses about the structure of data.
A Comparison of Multi-Attribute Generalizability Strategies
Authors: Conger Anthony J.
Published: March 2007

Two generalizability theory strategies are appropriate for analyzing multiple attributes: the first is an integrated design that includes the attributes as a facet; the other involves a strategy of analyzing variance and covariance components on "specific" attributes. Sums of squares, mean squares, and variance components of the integrated design are shown to be simple functions of their specific design counter parts. Of particular interest is a relationship showing that integrated design variance components not involving attributes are identical with the average respective covariance components across attributes. An illustration is provided to demonstrate the relationships, strengths, and weaknesses of each strategy.
Dialog Behavior: How Sampling Intervals Affect Estimates of Sound and Silence
Authors: Welkowitz Joan , Brody Stuart , Martz Merrill J.
Published: March 2007

In using computerized systems for analyzing temporal patterns of sounds and silence arising from two-speaker dialog, sampling rates alter estimates of durations of these vocal parameters. Results are reported using the same vocal samples, altering only the sampling intervals, from 2 to 100 samples per second. Significant differences were found in mean durations of pauses and vocalizations among the sampling intervals. An optimal sampling interval of 10 samples per second is suggested.
The Effect of Grouping or Randomizing Items on Leniency Response Bias
Authors: Schriesheim Chester A.
Published: March 2007

This study was concerned with the effects of item presentation mode on the degree of leniency bias inherent in responses to standard field research questionnaires. Two types of modes were examined : the first with items measuring the same dimensions grouped together and the second with items measuring the same dimensions distributed randomly throughout the questionnaire. Sixty respondents completed questionnaires containing items from the Leader Behavior Description Questionnaire (Stogdill, 1963) and the Michigan Four Factor Leadership Questionnaire (Taylor and Bowers, 1972); there were thirty respondents in each of the modes (grouped and random). The random relative to the grouped mode showed substantially less leniency response bias, as assessed by both correlational and factor-analytic procedures. However, the magnitude of these effects was still considerable for the random mode. There were no notable differences in leniency effects between the two questionnaires, but some differences were obtained for specific leadership dimensions. Based upon these and the total set of findings, implications for questionnaire validity and for future research are discussed.
The Metric of the Latent Variables in a LISREL-IV Analysis
Authors: Gerbing David W. , Hunter John E.
Published: March 2007

A potential source of confusion in the interpretation of a LISREL-IV analysis is the metric of the latent variables. This paper demonstrates that fixing the pattern coefficient of one of the indicators of each latent variable to 1.0 results in an arbitrary and meaningless metric which is usually different for each latent variable. Since many of the parameter estimates such as the pattern coefficients, the factor loadings, and the variance-covariance matrix of the latent variables are a function of the metric of the latent variables, much of the LISREL-IV output may be uninterpretable. This paper demonstrates how to specify a priori the variances of the latent variables in a LISREL-IV analysis.
Illustration of the Theory of True and Error Scores: Computer Based Method of Idealized Data Sets
Authors: Krus David J. , Fuller Ellen A.
Published: March 2007

A Fortran program for structured instruction of selected topics covering the area of the classical measurement theory of true and error scores is presented. Program applications call for construction of idealized data sets which should conform to necessary assumptions and possess properties required by the theory of true and error scores. The program allows for continuous testing of these requirements and provides feedback to the students regarding their task performance.
A Computer Program for Scoring the Personal Orientation Inventory
Authors: Brown Carl E. , Franco Juan N. , Deblassie Richard R.
Published: March 2007

A description of a program to score the Personal Orientation Inventory is presented. The program, written in FORTRAN, will, for each subject, assign an identification code, provide scores for each scale, and group subjects by school classification, gender, and ethnicity for research purposes. The scores can be either printed or keypunched on data cards.
The Concurrent Validity of Self-Rating with Interviewer Rating on the Australian Second Language Proficiency Ratings Scale
Authors: Smith Kenneth F. , Baldauf Richard B.
Published: March 2007

This paper examines the concurrent validity of self-rating and interviewer rating of English as a second language proficiency for a stable population of rural Australian migrants. Ratings obtained for two versions of the Australian Second Language Proficiency Ratings Scale for the macroskills of listening, speaking, reading, and writing indicated that migrants tended to overestimate their proficiency with English. However, the strong correlations between their self-ratings and the interviewer ratings showed that self-rating technique is valid for the collection of large-scale research data.
An Adjustment for Nonresponse in Sample Surveys
Authors: Daniel Wayne W. , Schott Brian , Atkins Fred C. , Davis Alpheus
Published: March 2007

One of the more serious problems encountered in conducting sample surveys is that of nonresponse. Over the years, a variety of techniques for dealing with the problem have been proposed, but none have been universally satisfactory. The present study investigates the use of Bayes's theorem in adjusting for nonresponse bias. To test the use of Bayes's theorem to adjust for nonresponse, 600 hospitals were used in a simulated sample survey. On the basis of known information on five variables Bayes's formula correctly predicted the status of 92 of the 100 "non-respondents" relative to a sixth variable.
Angoff and Nedelsky Standard Setting Procedures: Implications for the Validity of Proficiency Test Score Interpretation
Authors: Behuniak Peter , Archambault Francis X. , Gable Robert K.
Published: March 2007

The Angoff and Nedelsky standard setting procedures are currently in use in many educational proficiency testing situations. This study has examined how local content specialists performed when applying these procedures to objective-referenced instruments in reading and mathematics. Research questions addressed several issues related to the validity of test score interpretation, such as the effects of judges' demographic characteristics on ratings, the consistency of cut scores for different groups of judges applying the same method, the cut score differences between the two methods, and the pattern of interrater correlations among item ratings. The results revealed several differences between the standard setting procedures in terms of both level and consistency of the cut scores generated. Also, a possible content-related interaction with the standard setting method was observed.
The Importance of Computational Skill for Answering Items in a Mathematics Problem Solving Test: Implications for Construct Validity
Authors: Forsyth Robert A. , Ansley Timothy N.
Published: March 2007

The primary purpose of this study was to investigate the importance of computational skill for answering items in the Quantitative Thinking subtest (Test Q) of the Iowa Tests of Educational Development (ITED). Nine matched pairs of schools participated in the study. One school from each pair allowed students to use calculators when taking Test Q, while the other school did not allow calculators to be employed. The difficulty levels of the items in Test Q were calculated for both test conditions. In general, the differences in p values were very small. On the basis of these results, it was concluded that computational skill is not a major factor contributing to an examinee's score on Test Q and thus that the use of Test Q as a measure of problem solving ability is not compromised by its computational requirements.
Factor Analytic Study of the Children's Nowicki-Strickland Locus of Control Scale'
Authors: Wolf Thomas M. , Sklov Monny C. , Macd. Hunter Saundra , Berenson Gerald S.
Published: March 2007

A factor analysis of the Children's Nowicki-Strickland Locus of Control Scale was conducted with a biracial sample of children over a wide age range. The Scale was analyzed for 368 10 to 17 year old students in a rural community. Three factors had sufficient item loadings to be interpretable. They were related to Personal Control and Helplessness, Achievement and Friendship, and Luck. These three factors corresponded to the three dimensions identified by Nowicki (1976). Race, sex, and age relationships are also reported for these three factors.
Multivariate and Multigroup θ-hat Tests of Differential Response Patterns
Authors: Ross Donald C.
Published: March 2007

θ-hat is a statistic with a range from 0 to 1, which measures the degree to which a designated pattern successfully partitions a matrix of pre-and post-treatment ratings into regions typical of each of two treatments. A value of 1 is obtained when there is complete separation in the predicted direction; 0 is obtained when there is complete separation in the direction that is reverse to that predicted; and 1/2 is obtained when the pattern fails to differentiate between the treatments. In this paper, θ-hat is extended to multivariate and multigroup cases. The methods are illustrated with real data.
Obtaining the Squared Multiple Correlations from a Singular Correlation Matrix
Authors: Raju Nambury S.
Published: March 2007

A direct proof of Tucker, Cooper, and Meredith's procedure for obtaining the squared multiple correlations from a singular correlation matrix is given.
The Use of Moment Estimators for Mixtures of Two Binomials with One Known Success Parameter
Authors: Van Der Linden Wim J.
Published: March 2007

Occasionally mixtures of two binomials with one known success parameter are met. An example in educational testing is the mastery or random guessing model, in which an examinee is supposed either to master the items or not to master them and to guess blindly. This paper gives moment estimators for such mixtures and presents results from a Monte Carlo investigation into their statistical properties. The results suggest excellent estimators which can safely be used in most instances. It is also indicated how the properties of these estimators relate to those of moment estimators in case both success parameters are unknown. Finally, it is pointed out that in situations in which errors in specifying the true value of the known parameter may occur, it might be prudent to consider this parameter as unknown and to estimate accordingly.
Analyzing Shine's Group Actualized, Group Pure, and Generalized Pure Behavior Functions: The Case of One Independent Group
Authors: Shine Lester C.
Published: March 2007

For the case of one independent group of subjects, illustrative analyses are presented for each of Shine's group actualized, group pure, and generalized pure multi-subject behavior functions. Each of the three analyses is done on the same set of data. The results of each of the three analyses are cast into an analysis of variance framework for ease of interpretation. Experimental control over sources of systematic variation is investigated. A discussion of the general results of the illustrative analyses is presented.
The Validity of the Four Subscales of the Inventory of Learning Processes for a Sample of Filipino Freshman College Students
Authors: Watkins David , Hattie John , Astilla Estela
Published: March 2007

The college entrance examination scores and first-year college grade point averages of 123 Liberal Arts and Science students at a Filipino university were related to their responses to each of the four subscales of the Inventory of Learning Processes: (a) Deep Processing; (b) Elaborative Processing; (c) Fact Retention; and (d) Methodical Study. The results indicate that the Elaborative Processing subtest was valid in predicting achievement at the college entrance level. The data suggest that the constructs of Elaborative Processing and Deep Processing may become even more closely related to college grades. No evidence was found for the independent influence on achievement of study methods which emphasised either fact retention or a methodical approach.
Outcome in Two Large Sample Studies of Factorial Similarity under Six Methods of Comparison
Authors: Reynolds Cecil R. , Harding Richard E.
Published: March 2007

In studies of test bias evaluating the cross-group similarity of factor analytic results, a variety of methods of measuring factorial similarity have been employed. Six of these methods were compared with regard to outcome based on two large data sets, one for an intelligence test and the other for a personality test. All indexes yielded comparable results regardless of whether factors had been derived from subtests of the intelligence test or items of the personality scale. Conclusions would have remained constant in each study regardless of the index employed. When used to compare factors determined at random, all indexes yielded comparable results leading to a conclusion of dissimilarity, though the values of the salient variable similarity index were uncomfortably high.
Bipolar Adjective Rating Scales for Self-Description: Reliability and Validity Data
Authors: King Daniel W. , King Lynda A. , Klockars Alan J.
Published: March 2007

Bipolar adjective rating scales were constructed to evaluate selected needs from Murray's (1938) theory of personality. Twenty items measuring each of six needs (succorance, autonomy, dominance, social recognition, achievement, and nurturance) were initially developed to provide a preliminary instrument that was administered to 200 individuals. Because of an unacceptably low estimate of internal consistency, the need for succorance was eliminated. For each of the five remaining needs, sets of 12 adjective pairs were selected based on item-total correlations. The resulting 60-item inventory as well as the Personality Research Form (PRF) (Jackson, 1967) scales measuring the same five needs was administered to 254 college students. Internal-consistency estimates of the bipolar adjective measures compared favorably to those of the PRF scales. Examination of the matrix of inter correlations among bipolar and PRF measures (serving as criterion) and consideration of the problems in developing a reliable measure for succorance suggest that certain personality traits are more amenable to valid measurement by bipolar adjective items than are others.
Concurrent Validity and Reliability of the Kaufman Version of the McCarthy Scales Short Form for a Sample of Mexican-American Children
Authors: Valencia Richard R. , Rankin Richard J.
Published: March 2007

Largely because of Public Law (PL) 94-142, there has been a recent spate of interest in the early detection of children who might have learning problems. The major focus of such research has been to develop abbreviated tests (short forms) from well known clinical tests of intelligence.

The concurrent validity and reliability of Kaufman's short-form version of the McCarthy Scales of Children's Abilities (MSCA) was examined for a sample of 342 Mexican-American preschool and kindergarten age children. The impetus for this investigation was due to interest generated by PL 94-142 and by the paucity of appropriate screening instruments for such children. The results showed that generally the positive psychometric properties of the Kaufman short form of the MSCA (correlation between the estimated scores from the Kaufman form and actual cognitive scores earned on the full MSCA, standard error of estimate, and reliability) were also noted for the children in this study. It was concluded that the Kaufman short form can be safely used in the screening of Mexican-American children who may have learning problems, but with extreme caution and flexibility, particularly in the case of monolingual Spanish-speaking children.
The Dependability of Student Evaluations of Teaching Effectiveness: Matching the Conclusions to the Design
Authors: Gillmore Gerald M. , Kane Michael T. , Smith Philip L.
Published: March 2007

Carbno (1981) used generalizability theory as a conceptual framework for analyzing student ratings data from two courses taught by a single instructor. This article argues that unwarranted conclusions were reached in the study because its design included an improper operationalization of the object of measurement, given the problems addressed, and because the sample sizes employed were too small.
The Reliability and Construct Validity of the Multidimensional-Multiattributional Causality Scale
Authors: Powers Stephen , Rossman Mark H.
Published: March 2007

The reliability and factorial validity of the Multidimensional-Multiattributional Causality Scale (MMCS) was examined for 350 community college students in a large, urban, multi-campus system. A principal components analysis of the intercorrelation matrix of the 24 item responses indicated seven interpretable factors. The attributions of ability, effort, context, and luck emerged as well as distinctions between attributions related to academic success or failure. Generally, the evidence supported the factorial validity of the MMCS. Several limitations of the scale are noted.
Cross-Cultural Validation of the Attitudes toward Mainstreaming Scale
Authors: Green Kathy , Harvey David
Published: March 2007

The eighteen-item Attitudes Toward Mainstreaming Scale was cross-culturally validated by administration to New Zealand samples of inservice teachers, pre-service teachers, and education students (N = 421). Principal components analysis followed by varimax rotation yielded the same four factors found in the development sample. Internal consistency reliability estimates of factor-based subscales ranged from .71 to .88 with a total scale reliability of .91. Subscale intercorrelations ranged from .36 to .57. The relationship of subscales to age, sex, number of years in teaching, presence or absence of coursework and other experience in special education, and four attitude measures is also presented.
Testing a Priori Hypotheses about Differences among Covariance Matrices
Authors: Schurr K. Terry , Henriksen L. W.
Published: March 2007

Provided is a description of three methods that allow one to test certain types of a priori hypotheses about differences among covariance matrices. In addition to descriptions of methods not generally found in discussions of multivariate analyses, briefly outlined are procedures for using two computer programs, COFAMM and LISREL, for testing such hypotheses. Also provided are examples of application of the methods to a meaningful data set.
The Development and Validation of a Preliminary Research Form of an Academic Self-Concept Measure for College Students
Authors: Michael William B. , Denny Barbara , Knapp-Lee Lisa , Michael Joan J.
Published: March 2007

The development and construct validation of a preliminary research form of an academic self-concept measure for college students are described. Entitled Dimensions of Self-Concept (DOSC), Form H, this instrument has been anchored to a theoretical framework comprising five constructs, for each of which a factor subscale constitutes an operational definition. The statistical data arising from administration of both an initial form and a preliminary research form are reviewed. The 25-item subscales in the initial form afforded reliability (coefficient alpha) estimates varying between .85 and .90; the 20-item subscales of the preliminary research form furnished parallel estimates of reliability ranging from .83 to .91. It was concluded that this second form shows promising construct validity, as evidenced by the fact that the five constructs within the theoretical framework when translated into five subscales received substantial empirical support in terms of the factor structure realized. The psychometric data for a third shortened form with 16 items per subscale will be reported in the near future.
Development and Validation of a Scale of Attitudes Toward the Treatment of Animals
Authors: Bowd Alan D.
Published: March 2007

A 30-item instrument was developed to measure attitudes toward the treatment of animals. Content reflected four major domains: companion animals, animals in agriculture, animals in research, and wild animals. Items followed a Likert-type format. Analysis of responses from 121 college students indicated acceptable reliability (.90). Differences between two groups exhibiting distinctly contrasting behavior toward animals and factor analytic results lent promising support to the construct validity of the scale.
Some Relationships between the Binomial Error Model and Classical Test Theory
Authors: Feldt Leonard S.
Published: March 2007

Straightforward application of the binomial error model defines parallel forms as random samples of items from a large pool of items. Such a model includes form-to-form differences in difficulty as a component of error variance and leads to Kuder-Richardson formula 21 as an estimate of reliability. Such a component is inappropriate if all examinees take the same form of the test. It is demonstrated here that if the form-to-form component is removed from the estimate of average error variance, the binomial model leads to KR 20 as the estimate of reliability. Empirical data are cited which support deductions from the compound binomial error model regarding the trend in the standard error of measurement over the observed score range. A computational formula derived from this model is recommended for two practical purposes: to estimate the standard error for individual examinees or to implement the recommendation in the APA/AERA/NCME Standards (1974) that the standard error of measurement be reported for several score levels.