bluuebunny/crossref_metadata_2025 huggingface dataset:
A Program for Computing Fisher's Exact Probability Test and the Coefficient of Association λ for n × m Contingency Tables
Authors: Bedeian Arthur G. , Armenakis Achilles A.
Published: March 2007

Fisher's exact probability test is a nonparametric statistical technique for determining the significance of a difference for independent groups with discrete data. Whenever computing the exact test for tables larger than 2 × 2, two problems arise (Hays, 1973): (1) the computations become very tedious and (2) there is a need to measure the strength of statistical association in each sample. The purpose of this paper was to provide a mathematical algorithm for Fisher's test (1) which is adaptable to n × m contingency tables and (2) which provides the user with lambda (λ), an index of predictive association designed for crosstabulations of nominal-level variables.
Computing Correlations With Q-Sort Data for McQuitty's Pattern-Analytic Methods
Authors: Lee Jae-Won
Published: March 2007

Many of McQuitty's various pattern-analytic methods require no more than paper and pencil calculations, but the matrices of inter-associations to which his methods are applied cannot be computed that readily in practice. This paper presents a simplified but exact method of computing Pearson's " r" based on Q-sort data set which is appropriate for McQuitty's methods.
The Reliability and Validity of Modified Hall's Matrices (MHM) for Predicting Mathematics Achievement Among Nigerian Children
Authors: Adejumo Dayo
Published: March 2007

For a sample of 180 male children, mostly seven and eight years of age, attending free elementary schools in Nigeria, validity coefficients of a modified matrix-completion instrument entitled Modified Hall's Matrices (MHM) were determined relative to two achievement tests. The two validity coefficients of .81 and .76 were statistically significant considerably beyond the .01 level.
Content Influence While Stage Scoring Moral Thought Statements
Authors: Napier John D.
Published: March 2007

Two types of test scores were analyzed to examine whether sixty teachers were unable to use Kohlberg's measurement system for determining stages of moral thought because they were stage scoring invalidly on the basis of content. The first type of score represented "intuitive" stage scoring by teachers after they had been exposed to Kohlberg's theory of and program for moral development and while they were using a description of moral stages. The second type of score represented the correct stage scoring of moral thought statements by teachers while they were using a published self-training rater manual. Visual and statistical analyses of the two types of test scores led to the conclusion that the teachers were invalidly stage scoring on the basis of content while "intuitively" stage scoring and also while using the published self-training rater manual.
Tailor-Apl: An Interactive Computer Program for Individual Tailored Testing
Authors: McCormick Douglas J. , Cliff Norman
Published: March 2007

The APL version of TAILOR allows administration of individual tailored tests without the usual need for extensive pretesting to establish item characteristics. Information gathered from each examinee is added to a cumulative file to determine reliable order relations among persons and items. Given adequately discriminating items, substantial tailoring can occur after as few as a half-dozen tests.
Limitations of Coefficient Alpha as an Index of Test Unidimensionality1
Authors: Green Samuel B. , Lissitz Robert W. , Mulaik Stanlen A.
Published: March 2007

Confusion in the literature between the concepts of internal consistency and homogeneity has led to a misuse of coefficient alpha as an index of item homogeneity. Coefficient alpha is actually a complexly determined test statistic, item homogeneity only being one influence on its magnitude. The related statistic, the average intercorrelation, has similar difficulties. Several indices of item homogeneity derived from the model of common factor analysis are offered as alternatives.
Act Versus Sat in Predicting First Semester GPA
Authors: Aleamoni Lawrence M. , Oboler Linda
Published: March 2007

Previous research has suggested that although ACT and SAT are equally capable of predicting first semester college grades, ACT seems to predict first semester GPA more accurately at highly selective institutions. The present study found, instead, that SAT was the more valid predictor at a highly selective midwestern university. In addition, comparisons were made between the long and short form results of the SAT to determine equivalency of the tests as well as to determine equivalency of the results under different testing conditions.
Cognitive Predictors of Final Grades in Finite Mathematics
Authors: Troutman James G.
Published: March 2007

The purpose of this study was to determine the predictive validity of using intelligence quotients, high school ranks, College Board Scholastic Aptitude Test-Mathematics (SAT-M) scores, and high school mathematics grades as predictors of the final grade in finite mathematics. A group of 123 freshmen who entered York College of Pennsylvania in September 1976 was the basis of the study. A stepwise multiple linear regression was conducted to test the predictive value of each of the variables. The findings of this research indicate that all combinations of the variables were significant at the .01 level. The SAT-M was the best predictor followed by the high school rank, high school mathematics grades, and intelligence quotients. The full model had a correlation of .611.
Predicting Success for Graduate Study in Business for English-Speaking and Non-English-Speaking Students
Authors: Hendel Darwin D. , Doyle Kenneth O.
Published: March 2007

The purpose of the present study was to examine the predictive validity of the Admissions Test for Graduate Study in Business (ATGSB) and alternative predictors for English-speaking and non-English speaking students in a Master's Degree Business Administration Program. Seven criterion variables (e.g., cumulative graduate GPA, number of incompletes received, number of months to graduation) were chosen to represent a variety of indices of academic success. Results indicated that seven of the 77 bivariate correlations were significantly different from zero for the English-speaking students in contrast to 24 statistically significant correlations for the non-English-speaking students.
The Validity of the Michigan Test of English Language Proficiency as a General Measure of High School English Achievement in American Samoa
Authors: Baldauf Richard B.
Published: March 2007

An examination of the relationship between high school English grade point average (GPA) and Michigan Test of English Language Proficiency (MTELP) test results for 154 English-second-language students (ESL) from 5 high schools in American Samoa indicated the validity of the MTELP as a measure of English language achievement for ESL high school graduates.
Personality Variables Related to Peer Selection
Authors: Klockars Alan J.
Published: March 2007

Correlations are reported between scores on two booklets of the Edwards Personality Inventory (EPI) and ratings by peers of applicants for the position of resident assistant (RA) in the university dormitories. The peer ratings represented the collective judgment of the applicant's potential as an RA by approximately ten other applicants and two group facilitators after a weekend of group interaction. Thirty-one applicants completed the personality inventory prior to the group interaction. Seven correlations between EPI scores and peer ratings were significantly different from zero. The results indicate that the applicants are rated higher if they describe themselves as having positive work-related and interpersonal traits. There was no relationship between their ratings and how they described themselves on negative traits.
A Critique of Methods for Operationalizing the Concept of Fakeability
Authors: Gordon Michael E. , Gross Ronald H.
Published: March 2007

Past practice of operationalizing the concept of fakeability is reviewed. The strengths and weaknesses of these indices (mean difference, percent overlap, percent agreement, correlation, and variance of difference scores) are discussed in the light of a proposed new definition of fakeability based upon Naylor's (1967) model of measurement accuracy.
Validity of the Course-Faculty Instrument (CFI): Intrinsic and Extrinsic Variables
Authors: Freedman Richard D. , Stumpf Stephen A. , Aguanno Joseph C.
Published: March 2007

The construct validity of class ratings of instructors measured by the Course-Faculty Instrument was assessed. Two sets of variables were used which explicate aspects of the nomological network of instructor ratings: (a) three intrinsic variables of instructor behavior represented wanted sources of rating variance (e.g., perceived effectiveness of instructor communications), and (b) six extrinsic variables represented variance often considered to be undesirable, (e.g., instructor sex). Eighty-nine percent of the variance in the ratings of 129 instructors teaching 334 classes (from 10,738 student ratings) was explained by the intrinsic measures of instructor behavior. Three of the extrinsic variables correlated significantly with intrinsic variables and/or ratings ( r's ≤ .23). However, these latter variables (experience, rank, and publishing activities) may be as suggestive of validity as bias.
The Effects of Item Format and Reading Ability on Objective Test Performance: a Question of Validity
Authors: Benson Jeri , Crocker Linda
Published: March 2007

As achievement in basic reading skills declines, the content validity of tests in special subjects (e.g., science or social studies) may be reduced because examinees cannot read the test items. This empirical study was designed to investigate the influence of reading ability and item format on objective test performance. Subjects were ninth- and tenth-grade students in a basic health science course, randomly assigned to a true-false, multiple choice, or matching testing condition. Results indicated that both reading ability and item format significantly influenced test performance. Examinees performed best on items presented in a matching format. Implications were drawn for evaluating content validity.
Univariate and Multivariate Analysis of Categorial Variables
Authors: Koslowsky Meni
Published: March 2007

Recent trends in the analysis of categorical or nominal variables were discussed for univariate, multivariate, and psychometric problems. It was shown that several statistical procedures commonly used with these problems have analogues which can be applied to assessing categorical variables. These more general techniques are often required when the data to be analyzed consists of both nominal and interval variables. Even when the data appear to be interval, the investigator can conservatively do an analysis which presumes unordered data. In some cases, the more cautious approach can yield the more meaningful data.
Relationships Between the Item Difficulty and Discrimination Indexes
Authors: Aiken Lewis R.
Published: March 2007

The dependence of the item discrimination index (D) on the item difficulty index ( p), and the relationship of D and p to the phi coefficient (ϕ) are delineated. A table of critical values of D for significance at the .10 and .05 levels, with the number of examinees in the upper group (n, ) on total test score ranging from 10 to 25 and p ranging from .10 to .90, is presented. This table may be used to determine an acceptable magnitude of D for a given p and n1 or to find whether a particular combination of p and D will yield a significant ϕ.
Maximally Reliable Composites for Unidimensional Measures
Authors: Conger Anthony J.
Published: March 2007

A general approach to obtaining weights and reliability coefficients of maximally reliable composites is offered for a variety of test theoretic models which assume a single common underlying dimension. The reliability maximizing weights are related to the theoretically specified true score scaling weights to show there is a constant relationship between them that is invariant under separate linear transformations on each variable in the system. Furthermore, an argument is made that test theoretic relations should be derived for the most general model available and not for unnecessarily constrained models.
Modal Profile Analysis: a Computer Program for Classification Research
Authors: Skinner Harvey A. , Hau Lei
Published: March 2007

A FORTRAN program is described for the identification and cross-validation of relatively homogeneous subgroups within a dimensional or ordination space. This classification approach is designed for use with several samples in a replication design. The program consists of three stages: (1) identification of preliminary types within each of m samples, (2) replication of these types across samples, and (3) generalizability of the typology with new samples. The computations are based on a sequential application of the singular value decomposition. An important feature of this program is that it allows one to differentiate the independent contribution of elevation, scatter, and shape parameters in defining profile similarity.
On Eigen Values Greater Than Unity and the True Structure of Tests
Authors: Robbins Steven
Published: March 2007

A 32 item inventory was computer-generated to have a clearly de fined factor structure. N observations were sampled from this struc ture, factor-analyzed and examined for eigen values exceeding unity. Only in the robust N condition (N = 320) was the prescribed structure correctly identified. It was concluded that the use of this procedure for uncovering the internal structure of tests is a special case of sample quantity not quality.
Quiz: An Interactive Program to Generate Content-Referenced Objective Tests
Authors: King Harry A.
Published: March 2007

QUIZ is an interactive computer program which allows the assembly of objective tests. Fully conversational, the program enables the user to construct tests composed of items disproportionately sampled from up to 20 subsections of a master item bank.
What You See May Not Be What You Think You Get: Discriminant Analysis in Statistical Packages
Authors: Gondek Paul C.
Published: March 2007

Discriminant-classification analysis is a multivariate statistical technique which will increasingly be used by psychologists as research situations become more varied. Use of discriminant analysis will be facilitated by statistical packages such as SPSS (Nie et al., 1975) and BMDP (Dixon and Brown, 1977). This paper discusses considerations in the unwary use of packaged discriminant analysis procedures including: the differences between the "group classification function" and the textbook classification function in both form and use, classification table confusions and their alleviation, and the hazards of stepping procedures. Recommendations concerning how to conduct an exploratory discriminant analysis are made and an example is presented.
Construct Validation of the Piers-Harris Children's Self Concept Scale
Authors: Franklin Melvin R. , Duley Stephen M. , Rousseau Elaine W. , Sabers Darrell L.
Published: March 2007

An investigation was conducted to determine the construct validity of the Piers-Harris Children's Self Concept Scale (P-H). Evidence for the validity of the instrument was analyzed according to the model for construct validation proposed by Sabers and Whitney. The main parameters of the model include the convergent validity, discriminant validity, internal consistency, and stability of the measure. Results indicated that the P-H demonstrates both convergent and discriminant validity in an assessment of a relatively stable and internally consistent construct.
Test Item Content: Does It Matter?
Authors: Kreitler Shulamith , Kreitler Hans
Published: March 2007

The purpose was to explore a possibly disregarded contribution of the content of items in inventories to responses given to items. The dependent variable was the frequency of extreme responses, positive or negative, given to the items, rather than "neutral," "undecided," responses that are minimally informative. The hypothesis was that items judged as relevant from the viewpoint of a central theme assigned by the subject to the questionnaire would get more extreme responses than items judged as irrelevant. The subjects were 224 males and females (mean age = 22.8). The were administered an attitude scale (Machiavellianism) and a personality scale (IPAT Anxiety). A comparison of the number of extreme responses given to items judged as relevant and as irrelevant fully supported the hypothesis. Judgment of relevance was shown to be the major factor determining extremeness of responses. The findings have important implications for the psychology and methodology of responding to questionnaires.
The Relationship of Performance On Six Scales of the Career Development Inventory To Sex, Father's Education, and Father's Occupation
Authors: Neely Margery A. , Johnson Craig W.
Published: March 2007

Multivariate analysis of variance indicated that sex of grade 10 midwestern respondents was significantly related to correlated scores on the six Career Development Inventory Scales (dependent variables). Univariate analyses found that females did score higher on three scales than males did. Father's education and father's occupation as independent (classificatory) variables generated neither significant multivariate nor univariate F ratios.
Testing the Validity of a Model of Student Progress at an Australian University
Authors: Watkins David
Published: March 2007

An extension of Tinto's model of the college dropout process was proposed and tested with a sample of 332 freshmen at an Australian university. The college entrance examination was found to be a relatively valid predictor of whether students will pass, achieve honours, or strike trouble in the form of failure or withdrawal. Non-intellective factors were found to be lacking as valid predictors of academic progress. None of the potential predictors was effective in differentiating between failure and withdrawal outcomes. This study casts doubts on the applicability of Tinto's model to tertiary outcomes other than withdrawal.
The Validity of Categorized Proficiency Test Scores
Authors: Behuniak Peter , Gable Robert K. , Archambault Francis X.
Published: March 2007

As research on standard setting has been concerned with cut score variability and reliability, issues regarding the validity of decisions based upon proficiency test applications have received relatively little attention. This study addressed the validity of using proficiency test scores to make specific educational decisions, Ninth grade mathematics proficiency test scores are analyzed in both continuous and categorized form. The relationship of the proficiency scores and student mathematics achievement was investigated for each condition, and implications for the validity of interpreting the scores are discussed. The nature of the decisions to be made is examined as a factor in determining the categorization technique.
A Multivariate Test for Sequential Moderation
Authors: James Lawrence R. , Joe George W. , Irons Dennis M.
Published: March 2007

An analytic procedure is presented which casts sequential moderator analysis in the role of a multivariate test of parallelism of regressions. The procedure addresses a test for comparing predictor-criterion relationships for one set of measurements on multiple predictors and repeated measurements on a criterion. The application of the sequential moderation test to issues associated with dynamic criteria is discussed.
Practical Formulas of Strength of Association Measures
Authors: Charter Richard A.
Published: March 2007

Several authors have encouraged the use of strength of association measures as a step beyond tests of significance. However, it is still rare to see these measures reported in the literature. Since most journals do not publish complete ANOVA tables, it is generally not possible for readers to compute these measures for themselves. Practical formulas for several ANOVA designs and models are presented which make it possible for readers to compute these measures without the use of complete ANOVA tables.
MONITOR: A Basic Program for Monitoring Student Progress in an Objectives-Based Instructional Program
Authors: Sheehan Daniel S. , Arrasmith Dean G. , Grobe Robert P.
Published: March 2007

This computer program is designed to monitor students' progress in an individualized instructional program. It scores tests, records students' progress, and produces individual and class progress reports.
The Factorial Validity of the Multidimensional-Multiattributional Causality Scale
Authors: Powers Stephen , Douglas Peggy , Choroszy Melisa
Published: March 2007

A total of 74 academically gifted high school students was administered the Multidimensional-Multiattributional Causality Scale (MMCS). A principal components analysis of the intercorrelation matrix of the 24 item responses revealed 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. However, several limitations of the scale are discussed.
An Evaluation by a Panel of Psychologists of the Reliability and Validity of Two Tests of Critical Thinking
Authors: Modjeski Richard B. , Michael William B.
Published: March 2007

This investigation was concerned with an evaluation by a panel of psychologists of both the validity and the reliability and measurement error of two tests of critical thinking: (a) the Cornell Critical Thinking Test, Level X and (b) the Watson-Glaser Critical Thinking Appraisal, Form YM. As criteria, the ten ESSENTIAL validity standards and the five ESSENTIAL reliability and measurement error standards from the 1974 publication Standards for Educational and Psychological Tests were employed. For each of the 15 standards used, the respondent rendered a judgment in the instance of each test of critical thinking concerning whether the standard was met completely, somewhat, minimally, or not at all. Corresponding to each of these levels, scores of 4, 3, 2, or 1 were assigned. In the instance that a standard was judged not to be applicable, no score was given. In general, it appeared that both measures tended to meet the standards between a level judged to be "minimal" or "somewhat." No statistically significant difference occurred between the means of the mean ratings assigned to the two scales. It is recommended that the authors of the tests consider making revisions necessary to enhance their reliability and validity.
Factor Structure on the Adult Nowicki-Strickland I-E Scale in a College Population
Authors: Piotrowski Chris , Dunn Bruce R. , Sherry David , Howell William L.
Published: March 2007

The purpose of the present study was to identify the factor structure of the Adult Nowicki-Strickland I-E Scale (ANS-IE) and to compare the results with those in a 1976 publication by Dixon, McKee, and McRae. The sample consisted of 174 subjects obtained from a college population. Both a two-factor and four-factor solution were obtained. Differential factor dimensionality was indicated for males and females. Further, the results revealed a high degree of similarity for Factor I items on the ANS-IE in relation to those obtained by Dixon et al. The findings support the contention that I-E is multidimensional in nature; however, these dimensions reflecting factorial validity have not been found to be consistently reliable across studies. Researchers are cautioned in utilizing items obtained from prior factor analytic studies in their research and in assuming that they measure necessarily comparable constructs.
The Predictive Validity of Subscales of an Academic Self-Concept Measure Administered Nine Semesters Prior to Acquisition of Criterion Data Reflecting School Achievement
Authors: Darakjian Gregory P. , Michael William B. , Knapp-Lee Lisa
Published: March 2007

In a longitudinal investigation with an initial sample of 179 seventh grade students (90 girls and 89 boys) on whom data were collected at the end of the first three semesters, at the termination of the next four semesters (N = 147), and at the conclusion of the following two semesters (N = 141), predictive validity coefficients of five subscales of the Dimensions of Self-Concept (DOSC), Form S were ascertained relative to total grade point average (GPA) and to the GPA earned in each of several academic subjects during each of three periods of enrollment. Although not showing quite so high validity coefficients as those realized for subtests from a standardized achievement test battery, four of the five DOSC subscales afforded promising predictive validities-especially the one entitled Level of Aspiration. Additional validity data for the DOSC in relation to the last two semesters of high school work (twelfth grade) will be reported in the near future.
Validation of the Lollipop Test: A Diagnostic Screening Test of School Readiness
Authors: Chew Alex L. , Morris John D.
Published: March 2007

The validity of the Lollipop Test: A Diagnostic Screening Test of School Readiness was examined by using the Metropolitan Readiness Test (MRT), Level I, Form Q, as the criterion. The sample of 293 kindergarten pupils was administered the MRT by their teachers in classroom groups; the Lollipop Test was individually administered by qualified examiners. The statistical significance of all correlations (p < .001) demonstrated appreciable concurrent validity across the test batteries. Further, a canonical correlation indicated a high degree of multivariate relationship between the tests. Implications of these results were discussed with respect to school readiness screening and the use of the Lollipop Test.
The Construct and Concurrent Validity of Two College-Level Academic Self-Concept Scales for a Sample of Primarily Hispanic Community College Students
Authors: Halote Barry , Michael William B.
Published: March 2007

The scores of a community college sample of 202 students (102 females and 100 males) primarily of Hispanic background provided the means for determining (a) the correlations of each of five factor subscales of a research form of the Dimensions of Self-Concept (DOSC) measure derived from a psychological theory of academic self-concept with the Total Score of the Academic Self-Concept Scale (ASCS) intended to measure general academic self-concept and (b) the empirical factor structure of each instrument. It was concluded that the DOSC is a multidimensional academic self-concept measure whereas the ASCS is essentially unidimensional and therefore that the two measures reflect not altogether similar constructs. The Level of Aspiration subscale shows considerable promise as a potentially valid predictor of college achievement, as it exhibited among all five DOSC subscales the highest degree of concurrent validity with self-report measures of academic success.
Interrelationships among College Supervisor, Supervising Teacher, and Elementary Pupil Ratings of Student Teaching Performance
Authors: Payne Beverly Dean
Published: March 2007

The validity of elementary school pupil ratings of the teaching performance of thirty-three student teachers was examined. Ratings of college supervisors and supervising teachers were criteria for contrast of validity coefficients of pupil ratings. The measures of student teacher performance were the nine competencies (30 indicators) of the Teacher Performance Assessment Instruments (TPAI). Results of the analyses of variance indicated that elementary school pupil ratings were statistically significantly lower than either college supervisor or supervising teacher ratings on four of the nine teacher competencies. In addition, correlations between the TPAI ratings of college supervisors and supervising teachers were moderately high, with a median correlation of .55. However, pupil ratings were not significantly related to either college supervisor or supervising teacher ratings (criterion measure), with median correlations of .19 and .18, respectively. The data were interpreted as suggesting that elementary school pupils are not valid evaluators of student teacher performance.
An Empirical Assessment of Realized A-Risk when Testing Hypotheses'
Authors: Shiffler Ronald E. , Harwood Gordon B.
Published: March 2007

The effect on the realized a-risk of a pilot sample variance to estimate o2 in the sample size formula for testing a population mean is examined. Two types of populations-normal and positively skewed, two values for nominal a-risk-.05 and .10, and two pilot sample sizes-10 and 20, were considered. For the underlying normal population, the distribution of realized a-risk did not seem to follow a readily discernable probability model. Nonetheless, the mean of the distribution appeared to be extremely close to the value of the specified a-risk, independent of the pilot sample size, indicating that a^ is an unbiased estimator of a in repeated sampling. On the other hand, the variability in the distribution was not nearly as tight as might be expected. This clearly suggests that using the pilot sample variance to estimate o2 on a one-time basis rather than repeated sampling may produce an extreme value for the realized a-risk which is much larger than specified. For the positively skewed finite population, the distribution of 6 greatly exaggerated the skewness. The mean was much smaller than the specified a-risk, while the variance was larger relative to the normal case and seemingly unaffected by an increase in the pilot sample size. At least one research implication manifests itself from this study. In controlling a hypothesis testing experiment with a designed sample size, investigators should recognize that the realized a-risk may be quite different than the nominal value.
The Development and Validation of a Set of Instruments to Assess the Independent Living Skills of the Handicapped
Authors: Dunlap William R. , Iceman Deanna J.
Published: March 2007

This paper reports on the development and content validation of a set of seven assessment instruments designed to be used to estimate a student's current level of functioning in seven independent living skills areas. These assessments, which are related to six levels of supervision, provide for training objectives. Units of instruction are furnished for the seven independent living skills areas and the six levels of supervision. The instruments have been field-tested with a sample of 278 handicapped persons.
Criterion-Related Validity of the Degrees of Reading Power Test (Form CP-1A)
Authors: Wood Peter H. , Nemeth Joseph S. , Brooks Clifford C.
Published: March 2007

Two-hundred and twenty-five beginning college students completed the Degrees of Reading Power, Form CP-1A (DRP). The internal-consistency estimate of reliability (KR-20) was .82; the mean score was 52.9; and the scores ranged from a low of 26 to a high of 63 (100%). The DRP scores for a subset of 168 freshmen were correlated positively with Nelson-Denny Reading Test (NDRT) scores (r = .67) and with ACT Composite scores (r = .64), but not with the students' high school grade point averages (r =.10, p < .09). However, the correlation between the DRP and the ND Comprehension test was only .27, and the DRP and the NDRT produced somewhat different predictions of student reading abilities.
An Application of Computer Adaptive Testing with Communication Handicapped Examinees
Authors: Garrison Wayne M. , Baumgarten Bruce S.
Published: March 2007

This study was conducted to evaluate a computerized adaptive testing procedure for the measurement of mathematical skills of entry level deaf college students. The theoretical basis of the study was the Rasch model for person measurement. Sixty persons were tested using an Apple II Plus microcomputer. Ability estimates provided by the computerized procedure were compared for stability with those obtained six to eight weeks earlier from conventional (written) testing of the same subject matter. Students' attitudes toward their testing experiences also were measured. Substantial increases in measurement efficiency (by reducing test length) were realized through the adaptive testing procedure. Because the item pool used was not specifically designed for adaptive testing purposes, the psychometric quality of measurements resulting from the different testing methods was approximately equal. Attitudes toward computerized testing were favorable.
A Factor-Analytic Study of Job Satisfaction among Special Educators
Authors: Abelson A. Geoffrey
Published: March 2007

A job satisfaction questionnaire was developed, and 485 special educators responded to its dissemination. The group included teachers of the mentally retarded, learning disabled, emotionally disturbed, and severely handicapped. A factor analysis of the data resulted in seven factors. An analysis of variance of the factors by group indicated differences between groups on factors dealing with Behavior Management Skills, Working Conditions and Leadership Opportunities. Demographic and biographical data did not appear to be related to the factors. Data are provided for normative purposes.
Matrix Differencing as a Concise Expression of Test Variance: A Computer Implementation
Authors: Krus David J. , Wilkinson Sue Marie
Published: March 2007

The operation of matrix differencing is introduced as a concise method for the computation of test variance. This procedure is viewed in contrast to complex computational methods utilized with the traditional analysis of variance framework. The operation of matrix differencing allows for straightforward matrix algebra formulation of the proportions of variance explained. Supplemental computer software is described providing an interactive approach to computer-assisted instruction within the framework of standard statistics, and of both educational and psychological measurement curricula.
Reliability and Construct Validity of the Maslach Burnout Inventory in a Sample of University Students
Authors: Powers Stephen , Gose Kenneth F.
Published: March 2007

A sample of 72 university students was administered the Maslach Burnout Inventory (MBI). Item responses were intercorrelated and subjected to a principal factors analysis followed by a varimax rotation of the factors. In each of the rotated factor matrices, empirical support was obtained for the presence of the three hypothesized factors of Emotional Exhaustion, Depersonalization, and Personal Accomplishment.
Reliability and Construct Validity of the Learning Style Questionnaire
Authors: Marshall Jon C. , Merritt Sharon L.
Published: March 2007

The Learning Style Questionnaire is a new instrument designed to assess individual learning styles within an experiential learning model. The instrument contains 40 items in a semantic differential format using a 5-point response mode. Least squares factor analysis was employed to examine the construct validity of the instrument; alpha coefficients were used to determine scale reliabilities. Results of the study of 543 university undergraduates suggest that the Learning Style Questionnaire is a valid and reliable instrument.
MOKKEN Test for the Robustness of Nonparametric Stochastic MOKKEN Scales
Authors: Kingma Johannes , Reuvekamp Johan
Published: March 2007

A description of a Mokken test program to test the robustness of nonparametric stochastic scales is presented. For each sample and the whole population, different scale statistics, both on scale and on item level, are computed recursively. A statistic T is presented for testing the robustness of the scales in the samples.
Comparison of the First Principal Factor on the WISC-R Across Ethnic Groups
Authors: Taylor Ronald L. , Ziegler Edward W.
Published: March 2007

The general intelligence or "g" factor was investigated for a large nonreferred sample of black, Hispanic, and white children. WISC-R subtest scores were factor analyzed and the first principal factor was extracted. These factor loadings were converted to z scores and then analyzed using a special chi square formula. The results indicated that the magnitude and the pattern of the loadings were similar for the three ethnic groups. Implications of these results were discussed.
Thinking and Behavioral Styles: Consistency between Self-Descriptions and Descriptions by Others
Authors: Cooke Robert A. , Rousseau Denise M. , Lafferty J. Clayton
Published: March 2007

Managers participating in management development programs provided self-report data on their thinking and behavioral styles as measured by Level I: Life Styles Inventory. Five co-workers (superiors, subordinates, peers) also described each manager on a parailel form of the inventory, Level II: Description by Others. These data were used to assess the consensual validity (agreement between self and others) and inter-rater reliability (agreement among others) of the twelve thinking/behavioral style measures included in the inventory. The results indicated that there was a fair amount of agreement among the respondents describing each manager, with eta-squared statistics ranging from 0.33 to 0.47 for the twelve styles. Correlations between self-reports and descriptions by others along the twelve measures ranged from .16 to .32. While these results provide some support for the consensual validity of the measures, they also point out important differences between the way managers see themselves and how they are perceived by others. It is concluded that feedback from others can observable of the twelve styles measured.
Evaluation of Selected Interview Data in Improving the Predictive Validity of a Verbal Ability Test with Psychiatric Aide Trainees
Authors: Distefano M. K. , Pryer Margaret W.
Published: March 2007

From 13 objective interview items, five with adequate response variability were studied to determine if they would improve the validity of a verbal ability selection test in predicting the work performance of 181 psychiatric aide trainees. Multiple regression analysis revealed that a combination of three of the interview variables (prior work experience, education, and age) improved the selection test validity of .27 (p < .01) to .34 (p < .01), but none of the variables individually significantly increased the validity of the test. While limited support was found for the use of such biographical interview data to enhance test validity, the number of variables studied were relatively few. None of the interview variables correlated as high with the criterion as the verbal test, which is consistent with prior reviews. No significant race differences on the interview variables or performance criterion were found and comparison of regression line slopes and intercepts revealed no evidence of selection test bias related to race.
A General Method for Comparing Effect Magnitudes in Anova Designs
Authors: Fowler Robert L.
Published: March 2007

Researchers employing multiple treatment fixed effects analysis of variance (ANOVA) designs may be interested in comparing the magnitude of effects for factors within the same experiment. Often this comparison is done without the use of appropriate inferential techniques. Although Ronis (1981) proposed a novel test of the proper null hypothesis, it is limited to the main effects of designs with only two levels of each factor for which the direction of effect is specified beforehand. This paper not only develops a more general method for comparing treatment magnitudes which may be used for main effects with any number of levels without regard to directionality but also provides a means of comparing the magnitudes of interactions of any degree to those of main effects in the same experiment.
A Measure of Stress and Arousal: Factor Structure of the Stress Adjective Checklist
Authors: Fischer Donald G. , Donatelli Martin J.
Published: March 2007

A 20-item Stress Adjective Checklist (MacKay et al., 1978) was administered to 565 Canadian undergraduate psychology students and factor analyzed. A 4-factor solution was discarded as it could not be replicated. Both the 3-factor and 2-factor solutions were replicable and interpretable. The 3-factor solution comprised one bipolar and two correlated, monopolar factors, whereas the 2-factor solution contained two uncorrelated, bipolar factors. The 2-factor solution (stress and arousal) was chosen because it was felt that two factors better represented the affect domain and that the 3-factor solution (containing monopolar factors) may be an artifact of the methodology, that is, response scale asymmetry, scale imbalance and social desirability. The 2-factor solution was very similar to that found in British and Australian samples (King et al., 1983; MacKay et al., 1978) and supports the view of Russell (1979, 1980) that affect space is bipolar. Results are contrary to the view of Nowlis (1965) and Thayer (1967) and others, who argue in favor of monopolar factors. Suggestions for further research and refinement of the scale are made.
College Level Examination Program Scores as Predictors of Grade Point Average
Authors: Johnson Jocelyn J. , Knight Kim H.
Published: March 2007

The predictability of Grade Point Average (GPA) from College Level Examination Program (CLEP) General Examination scores (in English, Natural Science, Social Science and History, and Humanities) was determined for a sample of 119 undergraduate continuing education students. In addition, correlations between each General Examination and GPA, and intercorrelations among General Examinations were obtained. A stepwise multiple regression procedure revealed that CLEP Social Science and History scores accounted for 19% of the variance in their prediction of GPA, followed by CLEP English scores which accounted for 3% additional variance. An intercorrelation matrix for all General Examinations and GPA revealed significance for all possible correlations. Implications of results are discussed.
The Effect of Deleting Content-Related Items on IRT Ability Estimates
Authors: Allen Nancy L. , Ansley Timothy N. , Forsyth Robert A.
Published: March 2007

In this study, the process a school might use to build a "customized test" from an "on shelf' standardized achievement test was followed, as closely as possible. The main purpose was to assess the effects of using "customized test" results rather than full test results in estimating examinee ability levels. To this end, ability parameters were estimated for groups of students on the Quantitative Thinking subtest of a standardized achievement test battery as well as on customized versions of the test. It was found that the ability estimates from the full-length tests and those from the customized tests at times differed substantially.
Multivariate Generalizability Analysis of Three Measures of Career Indecision
Authors: Hartman Bruce W. , Fuqua Dale R. , Jenkins Steve J.
Published: March 2007

A persons x occasions multivariate generalizability analysis was done separately for males (n = 90) and females (n = 173) by using the Career Decision Scale (Osipow, 1980), My Vocational Situation (Holland, Draiger, and Power, 1980), and the Vocational Decision Scale (Jones, 1977). The estimated variance components for persons tended to be larger for females than for males and largest, regardless of sex, for the My Vocational Situation scale. The non-zero variance components for the occasions facet indicated that error variance attributable to total score instability across testing occasions was present for all three scales to about the same degree. The non-zero covariances for the occasions facet indicated that the occasion on which higher total scores were obtained on one scale was likely to be the same occasion on which higher scores were obtained on the other two scales. That this covarying was more apparent for males than for females suggested that males may perceive career indecision as a general concern by rating all three measures according to their judgment of that general level of indecision. On the other hand, females in comparison with males apparently viewed indecision more multidimensionally in terms of making finer discriminations between scale content, a circumstance resulting in more independence between scale responses.
A Single Contrast Test Procedure
Authors: Huberty Carl J , Morris John D.
Published: March 2007

The thesis of this article is that the multitude of procedures for testing hypotheses about mean contrasts often presented in statistical methods textbooks is seemingly unwarranted. Nearly all research situations calling for the study of contrasts can be handled with a single contrast test statistic, that often attributed to R. A. Fisher. By jointly considering a probability value and an eta-squared value and by keeping in mind the total number of contrasts studied, one finds that a single contrast test procedure evolves.
A Program for Computing the Reliability and Maximum Reliability of a Weighted Composite
Authors: Aiken Lewis R.
Published: March 2007

This paper describes a program, written in BASIC and PASCAL, for computing the reliability of a sum of weighted parts of a test composite and determining the maximum reliability and the corresponding weights.
A Program for Testing Categorized Data for Normality
Authors: Alliger George M.
Published: March 2007

Most current statistics packages do not appropriately compute tests for normality on categorized data. This program for personal computers calculates two test statistics and associated significance levels for categorized data: the Kolmogorov-Smimov D, and an omnibus test based on skew and kurtosis. This program would be useful in examining, for example, sample test score or rating distributions.
Development of Two Scales of Coping Strategies: An Initial Investigation
Authors: Kottke Janet L. , Cowan Gloria , Pfahler Diane J.
Published: March 2007

For several years, researchers have studied stressors and strategies to cope with stressors. Scales are available to assess individual self-coping strategies (Lazarus and Folkman, 1984); the literature on social support suggests that our own self-strategies may affect the strategies we select and view as effective when we use them with others and may be related to how effective we view the strategies others use when assisting us with coping. No scales were available to measure these two perceptions or coping strategies based on negative social support. The Way I Help Others Cope and the Way Others Help Me Cope scales were modeled after the Lazarus and Folkman scales and also included negative social support coping styles. Favorable measures of internal consistency and test-retest reliabilities are reported.
Validation of a New Test of Locus of Control: The Internal Control Index
Authors: Meyers Lawrence S. , Wong Dennis T.
Published: March 2007

A new locus of control test, the Internal Control Index (ICI), was examined. 259 subjects completed the ICI, the Rotter Internal-External Scale of locus of control, the Beck Depression Inventory, the State-Trait Anxiety Inventory, the Eysenck Personality Inventory, and the Coopersmith Self-Esteem Inventory. Both locus of control tests showed that internals demonstrated less depression, anxiety, and neuroticism, and more self-esteem than externals. Neither locus of control test correlated with the extroversion measure. Based partly on item analyses, it was suggested that the ICI was a better measure of locus of control than the Rotter scale.
MSP: A Computer Program for Item Analysis According to a Nonparametric IRT Approach
Authors: Debets P. , Brouwer E. , Sijtsma K. , Molenaar I. W.
Published: March 2007

A computer program is presented for item analysis according to the nonparametric approach to item response theory as proposed by Mokken. Item scores may be either polychotomous or dichotomous.