bluuebunny/crossref_metadata_2025 huggingface dataset:
The Creation and Development of an Interest Group: Life at the Intersection of Big Business and Education Reform
Authors: Sipple John W. , Miskel Cecil G. , Matheney Timothy M. , Kearney C. Philip
Published: March 2007

Responding to calls from the president of the United Sates and the Business Roundtable, business leaders have become increasingly involved in setting the education reform agenda. Using five interest group theories and longitudinal data; the authors examined the formation, agenda setting, and maintenance of an organization of business leaders. Moderate support was found for each of the theories. Analyses further revealed that policy interests and to a lesser degree, functional interests were important to the formation and activity of the interest group. To forge successful partnerships and to implement effective reform, educators, policy makers, and researchers must better understand the motives and actions that impel business involvement in education
The Nonnative Context of Organizational Leadership
Authors: Duke Daniel L.
Published: March 2007

In an effort to balance studies of leadership that focus exclusively on leaders, a model representing a normative perspective on organizational leadership is offered. The model posits that the normative structure of an organization consists of, among other components, members' perceptions of conditions necessitating leadership, the extent to which these conditions are present, and members' beliefs about what leaders' intentions should be and how they should go about realizing their intentions. It is hoped that the model can lead to a greater understanding of the role of organization members in shaping organizational leadership.
The Effect of Serial Position On Ranking Error
Authors: Wagner Edwin E. , Hoover Thomas O.
Published: March 2007

Using words of known selection values arranged in completely counterbalanced order it was possible to show that over-ranking tends to occur at both terminal points of a series of rankings. The presence of other unforeseen "ranking errors" was noted, suggesting that errors arising out of ranking procedures may be more complex than hitherto suspected.
The Validity of Awarding Credit By Examination in English Composition
Authors: Checketts Keith T. , Christensen Mark G.
Published: March 2007

The present study tested the validity of the College-Level Examination Program's General Examination in English Composition (CLEP). With essay and objective tests as the criteria of writing performance, groups of Utah State University students that had completed Freshman English (FE Group) were compared with groups of Utah State University students who had been excused from FE based on their CLEP scores (CLEP Group). Advanced Placement students also participated in the study. From the data, inferences were made that (1) the CLEP had been accurately applied at Utah State University, and (2) the CLEP can validly be used to excuse Utah State University students from FE.
Cross-Validation of the HSPQ as a Predictor for High School Grades
Authors: Mandryk Thomas R. , Schuerger James M.
Published: March 2007

Cattell's HSPQ was used to predict achievement on a new sample of high school students (Total N = 469), and estimates of achievement were compared with observed values. Multiple linear regression was performed twice; HSPQ scores alone and HSPQ scores in combination with two ability measures. Results indicate (a) the beta weights derived in the present study were essentially consistent with those used by Cattell, (b) one-fourth of the variance associated with achievement was accounted for by personality factors, and (c) predicted achievement scores using Cattell's equation correlated relatively high with observed scores.
An Investigation of the Effect of the Number of Scale Intervals on Principal Components Factor Analysis
Authors: Martin Warren S. , Fruchter Benjamin , Mathis William J.
Published: March 2007

The effect of the number of scale intervals of a continuous variable on the results of principal components factor analysis was investigated. Analyses were performed for seven different numbers of scale intervals. The general effect was a decrease in the size of the eigenvalues, communalities, and factor loadings as the number of scale divisions was reduced. The magnitude of the effect was, however, not large and the pattern of the rotated factor loadings was not appreciably affected.
A Computer Program to Facilitate the Interpretation of Factor Analysis Solutions
Authors: Durand Ann
Published: March 2007

A computer program to be used in interpreting factor analysis results has been written. Given a factor matrix and item descriptions, the program will produce, for each factor, a printed display of the factor loadings and descriptions of items which load significantly on the factor. The display for each factor may also include, for each item listed, a summary of the other factors on which the item loads significantly.
The Performance on the Watson-Glaser Critical Thinking Appraisal of University Students Classified According to Sex, Type of Course Pursued, and Personality Score Category
Authors: Simon A. , Ward L.O.
Published: March 2007

Seventy-nine third year British university students were randomly selected and tested on the Watson-Glaser Critical Thinking Appraisal and the Eysenck Personality Inventory.

Men did perform at a significantly higher level than women did on the Watson-Glaser instrument, and this performance was associated with their significantly higher level of performance in the subtests of Inference and Evaluation of Arguments. There was no difference in performance which could be related to enrollment in an Arts or Science course, except for the test of Inference in which Science students did have a very significantly higher score than Arts students did. Performance on the Watson-Glaser instrument was not significantly associated with scores of extroversion-introversion on the Eysenck Personality Inventory.
The Effect of Double Standardized Scoring on the Semantic Differential
Authors: Haynes Jack R.
Published: March 2007

Two semantic differentials were administered to 200 college students and analyzed by two scoring methods, regular and double standardized. Factor analyses of these two scoring methods revealed different factor structures in both number of factors and patterns of loadings. Individual profiles were constructed on the 12 bipolar adjectives from both the regular and double standardized scoring and from factor scores based on these two scoring methods. Groups were formed from these profiles by Wards Hierarchical Grouping Technique. Comparisons of the group memberships also demonstrated that the different scoring methods reveal different patterns. The major difference between the two methods appeared to be due to interindividual variability being associated with regular scoring while double standardized scoring reveals intraindividual differences.
Judgmental Bias in the Rating of Attitude Statements
Authors: Bruvold William H.
Published: March 2007

Judges holding divergent attitudes toward high contact uses of water reclaimed from community sewage rated two sets of attitude statements regarding this issue. Results showed a close linear relationship between item scale values obtained from positive and negative attitudinal groups, and also a somewhat reduced range of ratings for judges holding unfavorable personal attitudes toward reuse. These findings, and the findings of previous research on this issue, were seen as being consonant with an item displacement theory of rating performance and supportive of equal interval measurement.
Possible Sampling Bias in Genetic Studies of Genius
Authors: Keating Daniel P.
Published: March 2007

The data from Terman's Genetic Studies of Genius (1925-1959) relating to sample size, mean IQ, and variance of IQ scores were analyzed in terms of their conformation to the theoretically projected statistics derived from a consideration of the normal curve. Deviations from the theoretical projections lead to the probable conclusion that the sample size was too small, with the IQ scores clustered more closely about a significantly higher mean than projected. Although the major findings of the "Genius" study are not cast into doubt by this analysis, caution is urged with respect to comparisons to a normal sample when the differences are not large.
Some Results of Ordering Theory for Guttman Scaling
Authors: Bart William M.
Published: March 2007

Some of the ramifications of the linear order assumption underlying much of measurement theory are discussed. Ordering theory is then described as an alternative deterministic measurement model that does not make the linear order assumption. With this theory which emanates from Guttman's scalogram analysis, one can examine the ordering properties of sets of test items. One finding of ordering theory for Guttman scaling is that the probability of four or more items forming a Guttman scale is very small. Another finding of ordering theory is that the range of Guttman scales possible for a set of n items is between I and either C( n, n/2) if n is even or C( n, n+1/2) if n is odd. A third finding of ordering theory is that Guttman scales can be classified according to a certain matrix decomposition method.
Critical Values of the Rank-Biserial Correlation Coefficient
Authors: Willson Victor L.
Published: March 2007

For data with observations on variable Y restricted to consecutive and untied ranks 1,2... n, and with observations on X restricted to nominal classification into group 1 or 2, the Mann-Whitney U-test provides a test of group mean difference. It is shown below that the rank-biserial correlation coefficient rrb is a linear function of the U-statistic, so that a test of group mean difference is equivalent to a test of zero correlation for the rank-biserial coefficient. This provides a distribution theory for sample values of rrb when ρrb = 0.
Undependability of Construct Validity Patterns for Tests and Items1
Authors: Cooper Merri-Ann , Fiske Donald W.
Published: March 2007

Validity scores for items were obtained by comparing the rank order of the correlations between each item and six criterion measures with the corresponding rank order for the test as a whole. For samples of about 85 cases, the validity pattern for each of two tests showed limited consistency from sample to sample and the item validity scores had low correlations between samples. While sample size contributed to these undependabilities, the additional undependability of item responses themselves raises strong doubts about the practicality of selecting items on the basis of their validity patterns.
A Fortran Program for Discrete Discriminant Analysis
Authors: Boone James O. , Brewer James K.
Published: March 2007

In recent educational research discriminant analysis has been prominently emphasized as a technique for classifying subjects into predetermined categories. In practice a common experience is that the "best" discriminating variables do not satisfy the assumptions underlying classical discriminant analysis; for example, sex, age, and race. Discrete discriminant analysis is a technique developed to deal with such data. A FORTRAN Program is available from the authors that performs discrete discriminant analysis. It handles a maximum of 50 predictor variables and 12 outcome groups.
A Fortran IV Program for Multiple-Choice Tests with Predetermined Minimal Acceptable Performance Levels
Authors: Noe Michael J.
Published: March 2007

A Fortran IV multiple-choice test scoring program for an IBM 370 computer is described that computes minimally acceptable performance levels and compares student scores to these levels. The program accommodates up to 500 items with no more than nine alternatives from a group of examinees numbering less than 10,000.
Construction and Initial Validation of a Scale Measuring Beliefs About Equal Rights for Men and Women
Authors: Jacobson Leonard I. , Anderson Carole L. , Berletich Mark S. , Berdahl Kenneth W.
Published: March 2007

A scale was constructed measuring beliefs about equal rights for men and women. The scale had high internal consistency and reliability. Scores on the scale were significantly related to subject, sex, age, and ethnic group in the directions predicted. Further evidence of the validity of the scale was evidenced by the finding that members of a women's rights organization (NOW) attained the highest score on the scale of any group. In addition, scores for this group varied directly with degree of involvement in the organization. The findings confirmed also the initial hypothesis that beliefs about sex roles are multidimensional and subject to measurement and quantification.
The Comrey Validity Check Scale as a Predictor of Reliable Personality Test Data
Authors: Booth Richard F. , Norton Richard S.
Published: March 2007

Usefulness of the Comrey Validity Check scale score as an index of random or indiscriminate responding to the Comrey Personality Scales was evaluated on a sample of 7960 Navy paramedical personnel. Corrected split-half reliability coefficients were employed to assess the internal consistency of item responses, since it was assumed that random responders would provide inconsistent answers to the Comrey items. An examination of personality scale reliabilities at each of eight successively higher Validity Check levels revealed a modest decrease in scale reliability from the lowest to the highest Validity Check level and thus indicated that the Validity Check scale may be of limited value in identifying invalid test data. Normative figures were produced which should assist future investigators to interpret the meaning of high Validity Check scores obtained in a naturalistic setting. It was suggested that the Validity Check scale should be considered as a potential predictor of industrial and educational outcomes and that further research should be aimed at generating scales which can be used to detect invalid records.
Product Correlation when Original Variables are Jointly Distributed Multivariate Normal: a Comparison With Sum Correlation
Authors: Sockloff Alan L.
Published: March 2007

Product correlation was studied under the condition that the original variables are jointly distributed multivariate normal with equal coefficients of variation. Dependent upon the value of the common coefficient of variation, product correlation was shown to be a quantity ranging between two extremes: (a) sum correlation; and (b) either the value zero or an unfamiliar function of the intercorrelations among the original variables. Product correlations calculated by systematically varying the common coefficient of variation and the common intercorrelation among all original variables revealed the similarity between product correlation and sum correlation for many data applications.
Programs for the Construction and Analysis of Custom Questionnaires and Rating Scales
Authors: Doyle Kenneth O. , Wattawa Scott
Published: March 2007

Programs are described for the construction and analysis of student evaluation questionnaires and rating scales that are custom-designed for individual course instructors. Minor modifications would permit the use of these programs for other kinds of questionnaires and rating scales as well as for achievement tests.
The Problem of Varying Scales for G Index Generalizations
Authors: Vegelius Jan
Published: March 2007

The usual G index generalizations assume that the response alternatives are the same for all items. Here an attempt is made to overcome that limitation without resorting to dichotomization of the items for cases where the number of response alternatives may differ. This requires the assumption that the influence of the verbal labels of the alternatives are of minor importance.
Teacher Interest and Pupil Attitudes
Authors: Stedman Mark E. , Breen Michael J.
Published: March 2007

Twelve first-grade teachers at four public elementary schools were given the Strong Vocational Interest Blank and rank ordered on the scales of Language and Writing, Mathematics, Social Science, and Natural Science. Teachers placing in the top 25% and bottom 25% of the score distribution constituted the high interest and low interest conditions. A random sample of five pupils was taken from each of the teacher's classrooms. Pupils were given the Survey of School Attitudes which measures attitudes on the four subject areas in question. One-tailed t tests were computed between pupil means for all subject areas. No significant differences were found in the areas of language and writing, mathematics, or social science. The difference between the means of the scores of the pupils identified with the high and low interest conditions in natural science was significant, t (28) = 2.08, p < .05.
A Comparison of Objective-Based and Modified-Bormuth Item Writing Techniques
Authors: Roid G.H. , Haladyna Thomas M.
Published: March 2007

Two techniques for writing achievement test items to accompany instructional materials were contrasted: (a) writing items from statements of instructional objectives, and (b) writing items from semi-automated rules for transforming instructional statements (adapted from Bormuth). Items of each type were written by two experienced item writers. Students were given tests employing these items before and after reading a programmed booklet. One item writer was found to produce consistently easier items than the other regardless of the item writing technique employed. Both item writing techniques resulted in about the same number of faulty items, indicating that the "subjectivity" found in traditional item writing was also present with the semi- automated techniques.
The Partitioning of Variance Habits of Correlational and Experimental Psychologists: the Two Disciplines of Scientific Psychology Revisited
Authors: Krus David J. , Krus Patricia H.
Published: March 2007

The conceptual differences between coded regression analysis and traditional analysis of variance are discussed. Also, a modification of several SPSS routines was proposed which allows for direct interpretation of ANOVA and ANCOVA results in a form stressing both the strength and significance of scrutinized relationships.
Computer Aided Data Analysis in Sociometry
Authors: Langeheine Rolf
Published: March 2007

Though sociometric testing has become extremely popular, a lack of computer aided data analysis may be stated. Recent facilities available from (1) a program system (SDAS) to cover topics in classical sociometry and (2) a program (MSP) to compute measures of social proximity are presented.
Two-Way Analysis of Variance Using Means and Standard Deviations
Authors: Huck Schuyler W. , Malgady Robert G.
Published: March 2007

In an earlier article published in this journal, Gordon (1973) demonstrated how to compute an ANOVA F-ratio from nothing more than a table of means and standard deviations. Here, it is shown how to accomplish this same goal in two-factor designs. To point out the value of the simple formulas presented, a table from a recently published article is found to contain a large error.
An Examination of Inter-Domain Relationships Among Some Ability and Personality Traits
Authors: Hakstian A. Ralph , Cattell Raymond B.
Published: March 2007

Linkages between the abilities and personality domains are explicated from the results of a recent study, in which cross-domain correlations between 20 ability variables and 14 personality traits were obtained from a sample of 138 late adolescent males. A model designed to reveal the structure of cross-battery correlations— Tucker's interbattery factor model—was employed, and three interbattery factors were isolated. These inter-domain factors are discussed and related to earlier-discovered second-order factors in the personality domain.
Differentiating the Contribution of Elevation, Scatter and Shape in Profile Similarity
Authors: Skinner Harvey A.
Published: March 2007

The aims of this paper are: (1) to present a similarity generating function composed of elevation, scatter and shape parameters; (2) to describe linear models for integrating these parameters either for euclidean distance or vector-product association indices; and (3) to suggest a computational strategy based upon the Eckart-Young (1936) theorem that has certain advantages for minimizing the effects of measurement error in estimating profile similarity. Given these developments, the investigator may differentiate the independent contribution of each parameter to more global indices of resemblance. A brief example from the classification of psychopathology is discussed.
Information Derived from an Objectivity Study of an Interview Schedule
Authors: Stauffer A.J.
Published: March 2007

The agreement between independent ratings assigned by members of observation teams administering an interview schedule was studied. The appropriateness of selection requirements and the adequacy of observer training in the program are reviewed. Implications are drawn from the objectivity of the ratings for the estimated reliability and validity of the interview schedule.
The Factorial Validity of Three Frequently Employed Self-Report Measures of Self-Concept
Authors: Moran Melanie , Michael William B. , Dembo Myron H.
Published: March 2007

For a total sample of 280 seventh-grade students with predominantly Spanish surnames from a lower middle-class suburban community of Los Angeles and for each of two associated samples of 116 girls and 164 boys, the intercorrelations of 10 empirically derived factor scales of the Barksdale Self-Esteem Test (BSET), of 6 empirically based factor scales of the Piers-Harris Children's Self Concept Scale (PHCSCS), and of 15 a priori factor scales of the Tennessee Self Concept Scale (TSCS) were factor analyzed. The principal factors analysis was followed by varimax rotation. The identification of six factor dimensions that were essentially invariant across the three groups (Sense of Effective Agency; Integration of Moral and Ethical Behavior; Integration of Self-Reliant Behavior; Personal and Social Inadequacy Accompanied by Self-Depreciation; Projection, and Hostility; Personal/Social Satisfaction; and Personal/Social Self-Confidence) gave support to the multidimensionality of the self-concept construct. Evidence of convergent validity of the three self-report measures appeared to be lacking, as most of the test score variance was unique to each measure (method). The essential specificity of variance to each of the three measures (or the subscales of each test), which was apparent from the relatively low intercorrelations of the three tests as well as of their subscales, could not point to an inference of the presence of discriminant validity, as an alternative interpretation of the existence of methods variance associated with the properties of a given instrument (i.e., item format, response sets, or conditions of administration unique to each test) would appear quite plausible.
Predicting the Time at Which a Specified Number of Subjects Will Achieve "Success"
Authors: Levy Kenneth J.
Published: March 2007

Kaminsky and Nelson's (1975) method for estimating the times of future "successes" from the times of earlier "successes" in the same sample is discussed in terms of its potential applications to long term psychological treatment, research, or training programs.
An Investigation of the Goodenough-Harris Drawing Test and the (Coopersmith) Self-Esteem Inventory
Authors: Calhoun George , Whitley Jim D. , Ansolabehere Elaine M.
Published: March 2007

Two groups of educable mentally retarded (EMR) primary and secondary pupils were compared on measures of self-esteem and intelligence (IQ) to determine whether scores on a self-drawing test and those on a self-perception test were related. The results of the Pearson product-moment correlations revealed for the secondary EM R subjects a significant relationship between scores on the Goodenough-Harris Drawing Test (DT) and those on the Self-Esteem Inventory (SEI).
Validation of the Graduate Record Examinations and the Miller Analogies Test in a Doctoral Program in Education
Authors: Furst Edward J. , Roelfs Pamela J.
Published: March 2007

In view of previous inconclusive studies and often crude criteria, the authors studied the predictive validity of the Graduate Record Examinations (GRE) Aptitude Test and the Miller Analogies Test (MAT) in a doctoral program in Education. Four rather discriminating criterion variables derived from an analytic exercise and course grades in statistics and research were used. Twenty-five classes in a core course over a nine-year span provided subjects (N = 348) for the data analyses. The highest first-order correlations between GRE scores and criterion measures ran about .5 whereas those for the MAT were very low. Considering both the restriction in range of scores and the fact that a combination of predictors through multiple regression procedures yielded still higher correlations than those afforded by single prediction, the investigators concluded that the GRE Aptitude Test was useful in this program, but not the MAT.
Computer Analysis of Split-Plot Designs with Unequal N
Authors: Darom Efraim , Rimon Jonathan
Published: March 2007

A computer analysis for a split plot design with unequal number of subjects in treatment groups is described. The technique presented is based on the SPSS (1975) package. A worked out example, based on Kirk's (1968) data, with full documentation is presented.
A Comparison of Classical and Latent Trait Item Analysis Procedures
Authors: Douglass Frazier M. , Khavari Khalil A. , Farber Philip D.
Published: March 2007

Several methods of psychometric instrument construction have been suggested in the literature. Although there is considerable information describing theoretical and mathematical differences among these methods, there is a paucity of data regarding actual differences resulting from practical applications. Therefore, the present study was designed to compare classical item analysis procedure with the Rasch latent trait analysis in terms of several applied concerns. Respondents were 373 predominately white university undergraduates who completed the MacAndrew alcoholism scale and the Khavari Alcohol Test, an instrument for assessing quantity-frequency of alcohol consumption. Responses to the MacAndrew scale were analyzed using both classical and Rasch procedures and the resulting sub-scales were then compared in terms of specific items selected, relationship to the full scale, and assessment of actual alcohol consumption. Results showed substantial differences between the two procedures in terms of selected items. Several items were selected by the Rasch procedure but rejected by the classical procedure and vice versa. However, items selected by these procedures appear to make little difference in terms of correlations with the original full scale or with a criterion measure. Thus, due to its simplicity, classical item analysis may be indeed a procedure of choice if some type of item analysis is deemed necessary for clinical instruments.
A Fortran Program for Testing Agreement of Multiple Observers With a Categorical Standard on Nominal Scales
Authors: Mcdermott Paul A. , Watkins Marley W.
Published: March 2007

A computer program entitled Program STANDARD is presented which assesses the significance of the conjoint agreement of many observers with a standard or "correct" set of choices for assignments of subjects or objects on nominal scales.
Research Purpose Information and Affective Instrument Scores
Authors: Dolly John P. , Bell Margaret E. , Saunders Joseph P. , Reynolds Amelia B.
Published: March 2007

Research studies have indicated that when subjects are given cues or information about the purpose of a research study the scores on a psychological measure tend to increase in a positive direction. In this study 100 undergraduate students were assigned to one of three treatment groups. The first group received information stating that high scores on the Minnesota Teacher Attitude Inventory (MTAI) revealed a potentially successful teacher. The second group obtained neutral information. The third group was told that high scores on the MTAI resulted in potentially poor teachers. The results indicated that both positive and negative information increased the scores of subjects on the MTAI and suggested that the validity of the MTAI might be compromised.
The Validity of a Composite of Nineteen Personality Variables in Differentiating Between American World Class Olympic Contenders and Undergraduate Education Majors
Authors: Omizo Michael M. , Morrow James R. , Ward G. Robert , Disch James G. , Michael William B.
Published: March 2007

The differential validity of 19 personality variables was examined in a comparison of the affective characteristics of a sample of American World Class Olympic contenders (N = 48) with those of a group of undergraduate education majors (N = 63). A two-group discriminant analysis yielded a canonical correlation of .58 (p < .01). Multivariate analysis of variance (MANOVA) provided a multivanate F calculated to be 2.38 (df = 19 and 91) significant at the .01 level. The analysis revealed that the variables predicted group membership with 83.8% and 69.8% accuracy, respectively, for the American World Class Olympic contenders and education undergraduates. The conclusion was that the composite of affective measures exhibited promising validity, although cross-validation studies are very much needed. It was also concluded that American World Class contenders appeared to be reserved, intellectual, critical, aloof, conservative, and traditional as compared to undergraduate education majors who tended to be outgoing, easy going, and liberal. Moreover, the undergraduates appeared to be more humble, mild, tough-minded, adaptable, group dependent, and relaxed, whereas the athletes seemed to be more aggressive, stubborn, tender-minded, self-sufficient, and tense.
A Comparison of the General Information Subtest of the Peabody Individual Achievement Test with the Information Subtest of the Wechsler Intelligence Scale for Children-Revised
Authors: Beck Frances W. , Lindsey Jimmy D. , Facziende Betty
Published: March 2007

The purpose of this study was to compare the General Information subtest of the Peabody Individual Achievement Test (PIAT) with the Information subtest of the Wechsler Intelligence for Children-Revised (WISC-R) to determine the utility of the PIAT subtest for screening purposes. One hundred subjects, 69 males and 31 females ranging in chronological age from seven years, two months to 16 years, 11 months and in IQ score from 44 to 121 participated in the study. That a high positive correlation (r = .73) occurred between WISC-R and PIAT Information subtest scores substantiates the value of the PIAT Information subtest as a general screening device. Results also indicated that data from Information subtests should be used with caution when mentally retarded students are evaluated.
Extensions of Computer Analyses for Multifactor Split-Plot Designs With Unequal N
Authors: Darom Efraim
Published: March 2007

Following a method to analyze split-plot designs which have one "between subjects" variable with unequal n, and one "within subjects" variable, an extension is suggested to analyze more complicated designs. The technique presented is based on a program in Statistical Package for Social Sciences (SPSS) (Nie, Hull, Jenkins, Steinbrenner, and Bent, 1975).
Achievement Test Scores and Scholastic Aptitude Test Scores As Predictors of College Level Examination Program Scores
Authors: Gussett James C.
Published: March 2007

The purpose of this study was to determine the predictive validity of the College Entrance Examination Board Scholastic Achievement Test (SAT) and the College Entrance Examination Board Achievement Test scores in the prediction of scores earned by 300 students who took various subject area College Level Examination Program (CLEP) tests at Longwood College. Data consisted of SAT-Verbal (V), SAT-Mathematics (M), SAT-Total (T) scores, College Entrance Examination Board Achievement Test scores, and the various subject area CLEP test scores earned by 300 students from 1973 to 1978. The SAT-V scores yielded correlations of (1) .46 with CLEP Subject Area test scores in English Composition, (2) .45 with the CLEP Subject Area test scores in American History, (3) .49 with the CLEP Subject Area test scores in English Literature, and (4) .90 with the CLEP Subject Area test scores in the Analysis and Interpretation of Literature. The SAT-M scores furnished correlations of (1) .79 with the CLEP Subject Area test scores in College-Algebra and Trigonometry (2) .77 with the CLEP Subject Area test scores in the Analysis and Interpretation of Literature. The SAT-T scores afforded correlations of (1) .42 with the CLEP Subject Area test scores in English Composition, (2) .89 with the CLEP Subject Area test scores in the Analysis and Interpretation of Literature. The College Entrance Examination Board English Achievement test scores provided correlations of -.43, -.49, and .90, respectively, with the CLEP Subject Area test scores in American History, English Literature, and the Analysis and Interpretation of Literature. The College Entrance Examination Board Mathematics Achievement scores supplied correlations of -.62, .77, -.78, and .75, respectively, with the CLEP Subject Area test scores in American History, College-Algebra and Trigonometry, English Literature, and the Analysis and Interpretation of Literature. The College Entrance Examination Board American History Achievement test scores showed a substantial correlation of .69 with the CLEP Subject Area test scores in American History.
Effects of Item Characteristics on Psychometric Properties of Forced Choice Scales
Authors: Deaton William L. , Glasnapp Douglas R. , Poggio John P.
Published: March 2007

Two studies examined the effects of indeterminate frequency modifiers, item length, and statement direction on response to forced choice scale items. A pilot study established relative intensities of nine adverbial modifiers. Study 1 ( N = 320) showed no effect on item variances due to the treatments. Differences were found between mean responses of short and long items as well as between positively and negatively stated items. Study 2 ( N = 110) investigated effects on scale reliability and validity related to different intensity levels of modifiers. It is concluded that differential responses to items may not reflect differences in the behavior referenced by the items but rather observed differences in individual responses may be due to the mechanical, grammatical or delimitive characteristics of the items.
A Cross-Validated Factor Analysis of the Nowicki-Strickland Locus of Control Scale for Children
Authors: Walters Lynda Henley , Klein Alice E.
Published: March 2007

The Nowicki-Strickland Locus of Control Scale for Children (N- SLOCSC) is a test of perception of internal vs. external control of reinforcement that was developed for use with children and youth. As part of a larger study, the scale was factor analyzed and then cross-validated with two similar samples of high school students. Al though the authors assume their scale to be unidimensional, no one strong dimension emerged from these analyses. Only 8 of the 21 items used in this study were correlated similarly on the two factors for both samples. The two resultant dimensions appeared to mea sure Social Control (six items) and Self Control (two items).
OPTI: a Measure of Children's Optimism
Authors: Stipek Deborah J. , Lamb Michael E. , Zigler Edward F.
Published: March 2007

A measure of young children's generalized tendency to expect positive or negative outcomes (Optimism-Pessimism Test Instrument : OPTI) is described. Descriptive data and evidence for the measure's reliability for first- and second-grade children are provided. Validity is assessed by the measure's relationship to several other measures of personality constructs. Moderate but significant correlations were found between OPTI and attitude toward school, self-concept, delay of gratification, and locus of control. These significant correlations suggest that the meaning of such personality dimensions may be clarified by further examination of their relationship to a generalized expectancy for positive or negative outcomes. The OPTI measure could be a useful research tool in such investigations.
A Microcomputer Basic Program to Calculate Univariable Regression Model Analysis of Test Bias
Authors: Watkins Marley W. , Larimer Leon D.
Published: March 2007

There has been increased concern over the question of whether various educational and psychological tests may be biased against certain groups. A regression-based model such as the one described by Potthoff (1966) is presently considered one of the most tenable procedures for appraising bias in psychological testing. This paper presents a BASIC microcomputer program which calculates a regression model based analysis of predictive bias.
Overt Expectancies in a Classroom Setting: Implications for the Validity of Responses Obtained from an Attitudinal Scale
Authors: Dolly John P. , Page D. Patricia
Published: March 2007

Subjects were given either positive, negative, or neutral information concerning an attitudinal questionnaire that they were asked to complete. The positive information group obtained the lowest scores, followed by the negative information group, with the neutral information group obtaining the highest mean score. An analysis of variance revealed that the differences among the mean scores of the three groups were significant. This outcome was contrary to what most of the literature predicts. The subjects acted in opposition to what they had been told.

It was concluded that the validity of affective measures could be affected by instructions given to examinees who may develop different interpersonal expectancies of the outcome.
Relative Effectiveness of the California Achievement Tests in Comparison With the Act Assessment, College Board Scholastic Aptitude Test, and High School Grade Point Average in Predicting College Grade Point Average
Authors: Halpin Gerald , Halpin Glennelle , Brown Schaer Barbara
Published: March 2007

Studied was the relative effectiveness of the. California Achievement Tests (CAT), the ACT Assessment (Academic Tests) of the American College Testing Program (ACT), the College Board Scholastic Aptitude Test (SAT), and high school grade point average (GPA) in predicting college freshman GPA. The incremental and differential incremental effectiveness of the CAT, ACT, and SAT in addition to high school GPA were also studied. Although high school GPA was the best single predictor, the CAT was as effective a predictor as was the ACT or the SAT. Use of either the ACT, SAT, or CAT resulted in an 18.47% increase in predictive etBciency over that obtained by using high school GPA alone. As the increase in predictive efficiency was very nearly the same (within rounding error) for the three tests (ACT, SAT, and CAT), they failed to demonstrate differential incremental validity.
Construct Validity of a Learning Environment Survey for Medical Schools
Authors: Feletti Grahame I. , Clarke Rufus M.
Published: March 2007

A survey devised by Marshall (1978) to measure students' perceptions of their medical school was completed by undergraduates at two schools with radically different approaches to medical education. The survey proved to be reliable in terms of its internal consistency, and exhibited strong validity for a construct of school learning environment. Differences found between the two schools were not specific to medical education, which raised the prospect of the survey's extension to similar evaluations in any other educational institution.
Do Spelling Tests Measure the Ability to Spell?
Authors: Croft A. Cedric
Published: March 2007

In order to investigate the validity of spelling tests against the criterion of an estimate of spelling accuracy in a sample of writing, three tests with differing formats were constructed from a common pool of words. Test `A' was a proof reading/correction test. Test `B' followed a multiple choice/cloze format, and Test `C' was a traditional dictated word test. Following the administration of these tests to three Standard III and three Standard IV classes, a sample of writing was collected. Each written script was ranked independently by three judges on the basis of their interpretation of five written criteria. The mean of the three rankings was calculated, and then transformed into a standard score. To help assess the possible impact of sampling on the results of the study, the Standard III and Standard IV groups were randomly divided into two sub-samples of n = 40. There were no significant differences between the mean scores of the two sub-samples at each class level. The median correlation between the rankings of writing and Tests `A' and `C' (the tests emphasising the production of correct spelling) was greater than the corresponding correlation for Test `B' (the test emphasising the recognition of correct spelling). The results of correcting the correlations for attenuation suggested that variations in reliability of the tests and rankings were not responsible for the relationships that had been found.
A Multitrait-Multimethod Validity Study of a Test of Formal Reasoning
Authors: Arlin Patricia Kennedy
Published: March 2007

A paper-and-pencil test of seven of Inhelder and Piaget's formal operational schemes was developed. This objective assessment of formal operational thought was cross-validated clinically. The multitrait-multimethod procedures indicated that the objective test is a valid and reliable measure of formal operational thought. It has the advantage of being administered in large groups, of being easily scored, and of not requiring special training for its administration.
A Generalized Kappa Coefficient
Authors: Uebersax John S.
Published: March 2007

Previously proposed methods for calculating the kappa measure of nominal rating agreement among multiple raters are not applicable in many situations. This paper presents a more general computational method which can be used across a broader range of rating designs, including those in which raters vary with respect to their base rates and pairs of raters vary with respect to how many subjects they rate in common. A Monte Carlo method for determining the statistical significance of this generalized kappa coefficient is discussed.
Fisher's Z to R
Authors: Charter Richard A. , Larsen Barbara S.
Published: March 2007

While tables and formulas for Fisher's z transformations are commonly included in introductory statistics books, the reverse of this transformation, namely, Fisher's z to r, is not included. Two Fisher's z to r formulas are presented.
A Computer Program to Calculate the Modified Glass Effect Size Estimator
Authors: Powers Stephen
Published: March 2007

This paper describes a BASIC program which computes the modified effect size estimator and related statistics. Inputs to the program are sample sizes and t values. Although the program is limited to 200 experiments, it can be easily modified by the user.
Differential Performance of Males and Females on Easy to Hard Item Arrangements: Influence of Feedback at the Item Level
Authors: Plake Barbara S. , Melican Gerald J. , Carter Linda , Shaughnessy Michael
Published: March 2007

Differential test performance by males and females was reported on a quantitative examination as a function of item arrangement (Plake, Ansorge, Parker, and Lowry, 1982). Males performed at a higher level than females on tests the items of which were arranged from easy to hard. Plake and Ansorge (1982) speculated that this male superiority may be a function of differential reinforcement in backgrounds of males and females. Using a Latin Square design, this study provided item performance feedback for a nonquantitative examination. Significant sex-by-order effects did not occur, but the lack of this effect could possibly have been due to the use of a nonquantitative examination (Plake and Ansorge, 1983). It still remains to be seen whether, in using a quantitative examination, differential effects of item feedback may be a source of explanation for evidence of sex-by-order effects. Implications for validity of test score interpretation are considered briefly.
The Relationship of Performance on Standardized Tests in Mathematics and Reading to Two Measures of Social Intelligence and One of Academic Self-Esteem for Two Samples of Primary School Children
Authors: Snyder Sharyne D. , Michael William B.
Published: March 2007

For a target sample of 74 pupils in grades 1, 2, and 3 who had participated in a two-month training program to develop social skills and for a parallel comparison sample of 69 pupils who had not taken part in the program, the purpose of this study was to provide evidence of the short-term (two-month) predictive and concurrent validity of each of two measures of social intelligence and of a single academic self-esteem scale relative to each of two standardized tests in mathematics and reading (criterion measures) with and without holding grade level (age) constant. Despite the questionable levels of reliability, the two measures of social intelligence showed modest degrees of concurrent and predictive validity for pupils in both the target and comparison samples. One may hypothesize that in view of the comparable validity coefficients realized in both samples for these two social intelligence measures the outcomes could have been as much a function of the types of verbal and reasoning abilities that are required in comprehending the directions of the predictor and criterion measures and in responding to the intricacies of their items as of any contribution of improved attitudes or favorable motivational patterns in test taking arising from the acquisition of prosocial behaviors and social awareness. The academic self-esteem measure failed to demonstrate its validity as a predictor of academic performance.
DICOT: Analyzing Classroom Tests with the Rasch Model
Authors: Masters Geofferey N.
Published: March 2007

A computer program (DICOT) for the Rasch analysis of classroom tests is described. Results are presented in a simple, self-explanatory form, and person ability and item difficulty estimates are expressed in a metric like the one with which teachers and parents are already familiar. Person and item fit statistics provide an opportunity to diagnose strengths and weaknesses of individual children and to identify items which are problematic.
PROF: A Computer Program for Analyzing Group Differences Based Upon Profile Data
Authors: Kabacoff Robert I. , Burger Gary K.
Published: March 2007

Dependent variables in psychological research often take the form of test profiles. A computer program is described which provides comprehensive information on profile differences among independent groups based upon profile centroid separation, shape, elevation, and scatter. Descriptive statistics, univariate and multivariate measures of strength of association, test of homogeneity of covariance matrices, and comparative mean plots also are provided.
Repeated Measures/Randomized Blocks Anova through the Use of Criterion-Scaled Regression Analysis
Authors: Gibbons James A. , Sherwood Robert D.
Published: March 2007

Pedhazur showed how to simplify the design matrix in repeated measures designs using a "total scores" vector. His use of this vector represents a special application of a data-analytic approach referred to as "criterion scaling" -an approach that has received little attention since Wherry and Taylor first discussed it almost four decades ago. This article reviews some of the properties of criterion-scaled regression analysis, especially as it relates to the analysis of a repeated measures/randomized blocks design.