bluuebunny/crossref_metadata_2025 huggingface dataset:
ELIMINATING DIFFERENTIALLY DIFFICULT ITEMS AS AN APPROACH TO TEST BIAS
Authors: Flaugher R. L. , Schrader W. B.
Published: August 2014

In this study, a substantial number of items that were appreciably more difficult for Black than for White students were eliminated from a verbal test and from a mathematical test. Shortening the tests by this method had relatively little effect on score differences between Black and White students. This method of selecting items for elimination resulted in tests that were decidedly more difficult for both student groups. These outcomes clearly limit the value of this method for use in developing tests.
POTENTIAL USES OF NONCOGNITIVE MEASUREMENT IN EDUCATION1
Authors: Messick Samuel
Published: August 2014

The potential educational import of noncognitive personal characteristics is examined with particular reference to problems in their measurement. Several noncognitive variables are discussed in terms of their distinctive features and educational relevance, including experiential background factors, affects, attitudes, interests, motives, curiosity, temperament, social sensitivity, coping strategies, cognitive styles, creativity, and values. Their different roles in various educational functions are briefly examined, especially in improving access and educational opportunity, setting objectives and standards, guidance, selection, placement, instruction and learning, and evaluation. Finally, attention is drawn to some dangers and difficulties in using non‐cognitive measures in educational practice and to the need for safeguards against misuse.
RELATIONSHIPS OF PREADMISSION MEASURES TO ACADEMIC SUCCESS IN GRADUATE MANAGEMENT EDUCATION
Authors: Powers Donald E. , Evans Franklin R.
Published: August 2014

As part of the development of a validity study service for the Graduate Management Admission Council, validity studies were conducted for 10 graduate schools of management. Results are summarized for all 10 schools in terms of the effectiveness of standard predictors (GMAT scores and undergraduate grades) for predicting a standard criterion (first‐year average). Analyses based on school‐designated subgroups and on additional nonstandard predictors and criteria are also reported for schools providing those data. The results indicate the value of each of the various preadmission indices for predicting academic success in graduate management schools.
USING MULTIVARIATE MATCHED SAMPLING AND REGRESSION ADJUSTMENT TO CONTROL BIAS IN OBSERVATIONAL STUDIES
Authors: Rubin Donald B.
Published: August 2014

Monte Carlo methods are used to study the efficacy of multivariate matched sampling and regression adjustment for controlling bias due to specific matching variables when dependent variables are moderately nonlinear in . The general conclusion is that nearest available Mahalanobis metric matching in combination with regression adjustment on matched pair differences is a highly effective plan for controlling bias due to .
OPPOSITE VISUAL HEMIFIELD SUPERIORITIES IN FACE RECOGNITION AS A FUNCTION OF COGNITIVE STYLE*
Authors: Rapaczynski Wanda , Ehrlichman Howard
Published: August 2014

Twenty‐four women, classified as field dependent or field independent on the Rod‐and‐Frame Test, memorized sets of upright and inverted faces and were then tested for recognition in a tachistoscopic visual hemifield paradigm using upright and inverted faces as probes. A significant triple interaction of probe orientation, visual hemifield and cognitive style was found. For upright probes, field independent subjects responded faster and more accurately when probes were in the left visual field; in contrast, field dependent subjects showed a right visual field advantage. For inverted probes, there was little evidence of lateralization. The findings are interpreted as reflecting different strategies used by these subjects for tachistoscopic face discrimination; however, this interpretation rests upon a particular model of laterality effects.
THE STATUS OF WOMEN'S RESEARCH IN EDUCATIONAL PUBLICATIONS
Authors: Lockheed Marlaine E. , Stein Sandra L.
Published: August 2014

Sex differences in the content and authorship of articles published in major educational, women's, and minority journals from 1973–1977 were examined. In that five‐year period, research related to women in education accounted for approximately 10% of the research published in four major educational research journals, 24% of the research published in two women's journals, and 6% of the research published in two minority journals. No increase in the relative number of articles related to women and education published from 1973 through 1977 was found.

Articles authored by women accounted for 9%, 59%, and 17% of the research published in educational, women's, and minority journals, respectively. No increase in the relative numbers of articles authored or coauthored by women from 1973 through 1977 was found.

The relationship between publications and the status of women in educational research is discussed.
FINAL REPORT PREDICTING CAREER PROGRESS OF GRADUATE STUDENTS IN MANAGEMENT: (THE CRITERION STUDY: PHASE IV, STAGE 2)
Authors: Crooks Lois A. , Campbell Joel T. , Rock Donald A.
Published: August 2014

Samples of MBAs from eleven graduate schools of business and management were followed up seven years after their graduation in 1968. Responses to a Career History Questionnaire and the Executive Position Description Questionnaire were received from 65.4 percent of an original sample of 1,168 on whom current addresses could be obtained. Data gathered on the original sample while they were in school consisted of undergraduate average, ATGSB scores, overall graduate grade average, faculty ratings on seven scales describing personal characteristics, and biographical and background data. Career data gathered from the two questionnaires were related to hypothesized factors underlying career progress, primarily mobility/stability in career since MBA, salary and salary progress over time, level and type of responsibility, and job satisfaction. Characteristics of present employer and position and attitudinal and other career values were elicited as possible moderating influences on career progress.

Preliminary analyses of the total sample, consisting of frequency distributions and generation of an intercorrelation matrix were done to compare the eleven‐school sample with a pilot study two‐school sample.

To test the feasibility of developing one (or more than one) composite criterion of career progress and to test for suspected differences in relationship of various predictors with career‐related factors for subgroups in the sample representing different career patterns, exploratory analyses were carried out using path analysis methodology and Staff (including Specialist) and Line subsamples.

An hypothesized criterion factor structure was developed and confirmatory maximum likelihood factor analysis was carried out to test the structure. Prediction equations were developed by multiple stepwise regression analysis to predict these confirmed factors by the Staff, Line, Specialist, and “Combination” (those reporting responsibilities representing a combination of Staff and Line, Staff‐Specialist, or all three) subsamples. Criterion factors or composite criteria hypothesized were Mobility, Salary, Level and Type of Responsibility, and Job Satisfaction.

Evaluative and attitudinal data and comments made on the Career History Questionnaire were analyzed for the total sample.
METHODS FOR EVALUATING THE PERFORMANCE OF SCHOOL PSYCHOLOGISTS
Authors: Bennett Randy Elliot , Bennett Randy Elliot
Published: August 2014

This paper reviews recently proposed instruments and systems for evaluating the performance of school psychologists. Direct approaches to evaluation, approaches utilizing the perceptions of others not generally involved in supervision, and those relying upon the psychologist's ability to effect change in others are discussed. The absence of any well‐researched, validated approach for assessing performance of these professionals is noted, with the lack of empirical data accompanying published proposals being particularly striking. Promising possibilities are identified in the area of direct evaluation, and questions are raised regarding the utility of indirect techniques. Directions for future research and development are suggested, and recommendations for those currently engaged in performance evaluation are provided.
DEFINING COMPETENCE IN LEGAL PRACTICE: THE EVALUATION OF LAWYERS IN LARGE FIRMS AND ORGANIZATIONS
Authors: Baird Leonard L. , Carlson Alfred B. , Reilly Richard R. , Powell Ramon J.
Published: August 2014

This study was designed to answer three questions: (1) What are the aspects of lawyers' performance that are assessed in firms and organizations? (2) How are they assessed? (3) What do the answers to the first two questions tell us about the legal profession?

To answer these questions, senior attorneys in organizations employing substantial numbers of lawyers were surveyed. These lawyers were thought to be the most likely to have carefully considered and defined critical components of competence in designing and using systems for evaluating the performance of lawyers in their organizations. Data on factors considered in evaluation and evaluation procedures were gathered from questionnaires and requests for documents addressed to a sample of the nation's largest law firms, corporations, and government agencies at federal, state, and local levels. Interviews were held with a number of them to explore the subject in more depth. An important initial finding was that a great deal more formal and systematic evaluation of lawyer performance was taking place in these organizations than was expected from reviews of the legal and social science literature‐a large majority of the respondents had a formal method for assessment of attorney performance.

The most surprising result was the extent of agreement among lawyers in very diverse settings on the relative importance of various evaluation factors. The factors were also emphasized in the literature about evaluation of lawyers' performance.

Overall, the results suggest that there are skills and characteristics that are generally considered important to competent practice, with relatively few variations related to practice setting, region, type of practice, and firm size. These skills and characteristics were assessed by a variety of methods, but almost always with care and sophistication. One implication of this finding is that if practical and valid measures of the factors can be developed, they may be relevant to a wide range of practice situations. Irrespective of the development of new measures, the existence of fairly sophisticated appraisals of lawyer performance in many large organizations makes it possible to begin research on the profession that necessitates such measures that was not previously thought to be feasible.
DIFFERENTIAL WEIGHTING OF MULTIPLE CHOICE ITEMS
Authors: Budescu David V.
Published: August 2014

This paper outlines a technique for differentially weighting options of a multiple choice test in a fashion that maximizes the item predictive validity. The rule can be applied with different number of categories and the “optimal” number of categories can be determined by significance tests and/or through the R2 criterion. Our theoretical analysis indicates that more complex scoring rules have: higher item validities, higher item variances, higher score variances, and are also likely to increase the interitem correlations and the test reliability. A plausible explanation for the apparent paradox of lack of improvement in the test validity, based on the relation between interitem correlations and item validities, is offered.
TESTING DIFFERENCES BETWEEN MULTIPLE CORRELATIONS
Authors: Sympson James B.
Published: August 2014

The procedure for testing differences between multiple correlations that is suggested in textbooks on applied statistics is limited to the case where a single group of individuals has been observed and the two multiple correlations to be contrasted are based on two sets of predictor variables, S1 and S2, such that S2 is a proper subset of S1. In this paper, four new statistical procedures are proposed that can be applied in other commonly occurring situations.

A significance test is described that can be utilized when the multiple correlations to be contrasted are calculated in two independent samples. In this case, the predictor sets S1 and S2 can have any relationship to each other: S1 can be a proper subset of S2, or vice versa; S1 and S2 can be mutually exclusive; or the two sets can intersect, with each set having one or more predictors unique to itself. This test is suitable for both small sample and large sample applications.

A large sample significance test is proposed for the case where the multiple correlations to be contrasted are calculated either in one sample or in two samples in which individuals are matched on a one‐to‐one basis. As in the independent groups case, the predictor sets S1 and S2 can have any relationship to each other.

Following a brief discussion of unbiased estimation of squared multiple correlations, two procedures for constructing approximate confidence limits for the population difference between two squared multiple correlations are presented. These procedures are closely related to the significance tests described earlier.
COMPUTER‐ASSISTED GUIDANCE: CONCEPTS AND PRACTICES
Authors: Kate Martin R. , Shatkin Laurence
Published: August 2014

The development and status of computer‐assisted guidance systems are reviewed and analyzed. They are compared with other career guidance resources and differentiated from one another in terms of such major topics as scope, content, structure, style, procedures, cost, effects, and rationales and models.
A SUMMARY OF RESULTS OF THE GRADUATE MANAGEMENT ADMISSION COUNCIL (GMAC) VALIDITY SERVICE FOR 1979
Authors: Powers Donald E. , Hardy Frieda M.
Published: August 2014

The 1978–79 academic year marked the first fully operational year of the Graduate Management Admission Council (GMAC) validity study service. A summary of results is reported for 25 graduate management schools that participated in this first operational series of studies. Results include correlations of standard preadmission measures (GMAT scores and undergraduate grades) with a standard criterion (first‐year average) for all schools. Additional analyses based on school‐designated subgroups and on additional nonstandard preadmission measures and criteria are reported for schools that provided those optional data. The results indicate the potential value of each of various preadmission indices for predicting academic success in graduate management schools.
CHILDREN'S SOLUTIONS TO INTERPERSONAL PROBLEMS
Authors: McGillicuddy‐DeLisi Ann V.
Published: August 2014

Forty preschool, forty first grade and forty second grade children generated strategies to interpersonal problems that might arise within the context of a friendship relationship. Two types of problems were presented by having dolls act out an interaction: (1) a conflict between two friends over a desired object or activity, and (2) one friend evidences a lack of knowledge and must be taught a game or social norm. The number, type and predicted success of interpersonal strategies generated by the children were found to vary with age and the context of the interpersonal problem.
TIME AND METHOD IN COACHING FOR THE SAT
Authors: Messick Samuel , Jungeblut Ann
Published: August 2014

An exhaustive review of studies of coaching for the SAT revealed them to be methodologically flawed in a variety of ways. Despite these flaws and the attendant noise obscuring the results, some definite regularities emerged relating the size of score effects associated with coaching to the amount of student contact time entailed in the coaching programs. Rank‐order correlations between these two variables were upwards of .7 for both SAT‐Verbal and SAT‐Math. The relationship proved to be nonlinear, however, with arithmetically increasing amounts of score effect being associated with geometrically increasing amounts of student contact time, which in these data may also be serving as a proxy for increasing curriculum emphases on content knowledge and skill development as opposed to item review and practice. Thus, within the limitations of the available fragmentary data, there appear to be diminishing returns in SAT coaching effects, especially in Verbal, According to the logarithmic models fit to the data, the student contact time required to achieve average score increases much greater than 20 to 30 points (on a 200‐ to 800‐point scale) for both SAT‐Verbal and ‐Math rapidly approaches that of full‐time schooling.
MEASURES FOR THE STUDY OF MATERNAL TEACHING STRATEGIES
Authors: Laosa Luis M.
Published: August 2014

A technique to measure maternal teaching strategies was developed for possible use in research and evaluation studies. Scores derived from the technique describe both quality and quantity of behaviors used by mothers to teach cognitive‐perceptual tasks to their own young children. The maternal teaching observation technique (MTOT) yields scores on the following teaching strategy dimensions: inquiry, directive, praise, negative verbal feedback or disapproval, modeling, visual cue, physical affection, positive physical control, and negative physical control. English and Spanish versions of the technique were developed. The technique was administered to 83 different mother‐child dyads of two sociocultural and language groups, Anglo‐American and Chicano. The tasks and procedures were sufficiently engaging and appealing, in terms of difficulty level and ability to elicit and maintain the subjects' attention, for mothers and their 5‐year‐old children in both groups. Interobserver reliabilities and parallel‐form consistency were adequate for both groups, indicating that each MTOT measure is at least a moderately stable attribute of maternal behavior. Group differences in intercorrelations suggest that construct invariance might not exist across sociocultural or language groups.
FIELD DEPENDENCE‐INDEPENDENCE AND PSYCHOLOGICAL DIFFERENTIATION BIBLIOGRAPHY WITH INDEX
Authors: Cox Patricia W.
Published: August 2014

This supplementary bibliography is dedicated to Herman A. Witkin, who died on July 8, 1979. It was Hy's hope that, through this series of bibliographies with index, theory refinement and research on field dependence‐independence and psychological differentiation would be advanced. It is in this spirit that we carry on this project.
PARENTAL DISTANCING, BELIEFS AND CHILDREN'S REPRESENTATIONAL COMPETENCE WITHIN THE FAMILY CONTEXT
Authors: Sigel Irving E. , Lisi Ann V. McGillicuddy‐De , Johnson James E.
Published: August 2014

A study of relationships among demographic variables such as SES and family constellation, process variables such as parental beliefs and teaching strategies, and preschool‐age children's level of representational competence was conducted within the framework of the family as a system of mutual influences. One hundred and twenty families that varied with respect to number, spacing, ordinal position and sex of children and parent education‐income level were participants. Discriminant function analyses and analyses of variance indicated that both parents and children from one‐child families differed from those from three‐child families and that child spacing and SES were often involved in interactions that produced significant differences between groups. Regression analyses indicated that parental beliefs and behaviors and parental distancing behaviors and child outcomes were related to one another above and beyond demographic characteristics. Results of path analyses generally supported the model of the family in which parental distancing behaviors affect children's representational competence and children's ability level, as well as parental education, age and number of children, affect parental beliefs.
THE ROLE OF NONCOGNITIVE MEASURES IN MEDICAL SCHOOL ADMISSIONS
Authors: Stricker Lawrence J.
Published: August 2014

The value of noncognitive measures in medical school admissions was assessed in light of the existing literature. These measures appear to have limited usefulness in predicting success in academic work, but may be valuable in forecasting performance in clinical training and as a physician, as well as choice of type and location of practice. Noncognitive measures are useful as predictors of such criteria and may be valuable in forecasting the decisions of admissions committees; their use as moderator variables is problematic. Newer personality and interest inventories along with biographical questionnaires are the most promising measures. Older interest inventories may have some value, but traditional personality inventories and projective techniques as well as interviews seem to have limited usefulness. The merit of the other measures is uncertain: letters of recommendation are probably of little use, but cognitive style tests, objective performance devices, and special adaptations of projective techniques deserve more attention. The evaluation of noncognitive measures is hampered by inadequate criteria. Distortion by examinees threatens all self‐report measures, but can be controlled.
DENOTING THE BASE‐FREE MEASURE OF CHANGE
Authors: Messick Samuel
Published: August 2014

Bond criticized the base‐free measure of change proposed by Tucker, Damarin, and Messick by pointing to an incorrect derivation which is here viewed instead as a correct derivation entailing an inadequately specified tacit assumption. Bond's revision leads to estimates of the correlation between initial position and change which are negatively biased by correlated errors, whereas the original approach, with the tacit assumption properly denoted, leads to unbiased values.
THE TEST OF SPOKEN ENGLISH AS A MEASURE OF COMMUNICATIVE ABILITY IN ENGLISH‐MEDIUM INSTRUCTIONAL SETTINGS
Authors: Clark John L. D. , Swinton Spencer S.
Published: August 2014

The two major purposes of this study were (1) to conduct a concurrent validation analysis of the recently developed Test of Spoken English (TSE), using as an external criterion the Foreign Service Institute (FSI) direct proficiency interviewing procedure; and (2) to obtain use‐related validation data for the TSE as a predictor of the “communicative effectiveness” in English of non‐native English speaking teaching assistants assigned to course lecturing or other instructional roles in U.S. colleges and universities.

For the concurrent validation analysis, the TSE and FSI tests were administered to 134 foreign teaching assistants at nine participating institutions. High interrater correlations were obtained for both TSE and FSI global scores and for the available diagnostic (pronunciation, fluency, etc.) subscores on each instrument. The TSE subscores were somewhat more reliable than those of the FSI, and exhibited a greater degree of discriminant validity.

In the use‐validation phase of the study, FSI and TSE scores of 60 non‐native English speaking teaching assistants'were entered as predictor variables in multiple regression analyses using as criterion variables student ratings of the instructor on a number of dimensions of the instructor's spoken language use in the classroom and other instructional contexts.

Both TSE and FSI scores were very effective predictors of student ratings of the instructor's speaking proficiency, with standardized beta weights of up to .63 for the TSE and .80 for the FSI. Somewhat lower but properly directed weightings were found for the prediction of more global aspects of teaching performance (e.g., overall “effectiveness” of the instructor), as measured by student responses to relevant questions and question groupings on the Student Instructional Report, a standardized instructor/course rating instrument.

Study results are considered to support the appropriateness of both the TSE and FSI testing procedures as predictors of the probable communicative facility in spoken English of non‐native teaching assistants in the classroom and other typical instructional settings.
SUBJECT MATTER EXPERTS' ASSESSMENT OF ITEM STATISTICS
Authors: Bejar Isaac I.
Published: August 2014

The study was conducted to determine the degree to which subject matter experts could predict the difficulty and discrimination of items from the Test of Standard Written English. Two studies were conducted. The first study was meant to serve as a training exercise while the second study was meant to simulate the conditions under which ratings would be obtained in practice. It was concluded that despite the extended training period the raters did not approach a high level of accuracy, nor were they able to pinpoint the factors that contribute to difficulty and discrimination. Further research should attempt to uncover those factors by examining the items from a linguistic and psycholinguistic perspective. It was argued that by coupling linguistic features of the items with subject matter ratings it may be possible to attain more accurate predictions of difficulty and discrimination.
TRANSFORMATION OF FACTORS BY ARTIFICIAL PERSONAL PROBABILITY FUNCTIONS
Authors: Tucker Ledyard R , Finkbeiner Carl T.
Published: August 2014

Use of judgmental and heuristic principles has led to development of an automatized computer method for transformation (rotation) of factors. In this method the notion of an attribute vector being “in an hyperplane” is formalized in an artificial personal probability function and the hyperplane location is defined by a weighted least squares principle using the personal probabilities as weights. The method has yielded superior results in numerous trials with real and Monte Carlo data for positive manifold situations. The method has not been studied as thoroughly in the more general situation involving both positive and negative transformed factor loadings but appears to yield good results.
POLICY CHANGES AND SCHOOL CLIMATE: AN ANALYSIS OF THE NAEP SCHOOL QUESTIONNAIRE (1987–1988)
Authors: Bernstein Lawrence
Published: August 2014

This study is an analysis of the NAEP School Questionnaire administered across three grade levels (4, 8 and 12) during the 1987–1988 school year. The data obtained from the school questionnaires represent one level of NAEP's data collection activities, in addition to the teacher questionnaires and the various student assessments. The analysis was based on an investigation of the relationships between policy changes and school climate, measured both by a composite scaled score and individual questionnaire items, and individual grouping variables defining school poverty, school size, community type and ethnicity. The results showed a fairly consistent pattern of relationships among policy changes and school climate both in terms of both how schools ranked on the various grouping dimensions and the results of Analysis of Variance and Chi Square statistical tests. In terms of policy change, reported changes tended to occur more frequently in large, urban disadvantaged school with predominantly nonwhite populations. Similarly, the reporting of school‐related problems such as absenteeism and tardiness comprising the school climate score tended to be more prevalent in bigger city schools containing large minority and less advantaged populations. These results suggest that reform is taking place in those schools where it is most needed.
PREDICTIVE VALIDITY WITHIN CATEGORIZATIONS OF COLLEGE STUDENTS: 1978, 1981, AND 19851
Authors: Morgan Rick
Published: August 2014

SAT scores, student‐reported high school grades, and scores for four other Admissions Testing Program tests were correlated with freshman grade point average for students at 198 colleges from the enrolling classes of 1978, 1981, and 1985. The purpose of the study was to determine whether observed changes in correlations between test scores and college grades were 1) restricted to the SAT, 2) due to changes in student subgroups, and 3) comparable at different ability levels within the freshman class. Declines were found in the correlation of freshman grades with three of the four achievement tests examined. The data were also analyzed for students classified according to sex, ethnic group, intended major, and SAT score level. Nearly all of these demographic subgroups had the pattern of a stronger relationship of SAT scores with freshman grades for the enrolling class of 1978 than for the enrolling class of 1985. A minimal decline in SAT regression weights was found for students scoring in the upper third of SAT test takers within their college. The recent decline in the relationship between SAT sores and freshman grades may be largely focused on students with SAT scores in the lower two‐thirds of their respective college classes.
TOWARD A FRAMEWORK FOR CONSTRUCTED‐RESPONSE ITEMS
Authors: Bennett Randy Elliot , Ward William C. , Rock Donald A. , LaHart Colleen
Published: August 2014

A framework for categorizing constructed‐response items was developed in which items were ordered on a continuum from multiple‐choice to presentation/performance according to the degree of constraint placed on the examinee's response. Two investigations were carried out to evaluate the validity of this framework. In the first investigation, 27 test development staff assigned 46 items of various formats to the categories. Overall, agreement with the intended item categorizations was good, with a median of two of a possible 27 judges disagreeing with a given item's classification. In the second investigation, responses of 40 examinees each to four sets of items were scored by test development staff, with each set scored by four individuals. Results showed scoring agreement to be highest for a category requiring the examinee to choose a response from an extended stimulus array and lowest for items requiring that the stimulus be reordered to form a correct sequence. Whether the reported agreement levels represent sufficient accuracy to permit the widespread use of such items in standardized tests depends on whether some degree of scoring error, however small, can be accepted.
FREE‐RESPONSE AND MULTIPLE‐CHOICE ITEMS: MEASURES OF THE SAME ABILITY?
Authors: Bennett Randy Elliot , Rock Donald A. , Wang Minhwei
Published: August 2014

This study examined the relationship of multiple‐choice and free‐response items contained on the College Board's Advanced Placement Computer Science (APCS) examination. Confirmatory factor analysis was used to test the fit of a two‐factor model where each item format marked its own factor. Results showed a single‐factor solution to fit the data best in each of two random‐half samples. This finding might be accounted for by several mechanisms, including overlap in the specific processes assessed by the multiple‐choice and free‐response items, and the limited opportunity for skill differentiation afforded by the year‐long APCS course.
EQUATING ACHIEVEMENT TESTS USING SAMPLES MATCHED ON ABILITY
Authors: Cook Linda L. , Eignor Daniel R. , Schmitt Alicia P.
Published: August 2014

The equating of reasonably parallel forms of College Board Achievement Tests in Biology, Chemistry, Mathematics Level II, American History and Social Studies, and French is discussed in this paper. The results of five equating methods are compared: (1) Tucker, (2) Levine equally reliable, (3) Levine unequally reliable, (4) frequency estimation equipercentile, and (5) chained equipercentile. These methods are used with an internal common‐item anchor‐test data collection design. Three sampling strategies were evaluated: (1) random samples from populations similar in ability level, (2) random samples from populations dissimilar in ability level, and (3) samples from populations dissimilar in ability level that have been constructed to be similar in ability level by matching on the basis of a covariate, such as the distribution of scores on a set of common items. The criteria for comparison in all cases were the results of the Tucker procedure used with random samples from populations similar in ability level. These results were used as the criterion for equating results because they represent results obtained under the most optimal operational conditions.

The results of the study indicate that it may be difficult, and in some cases impossible, to equate achievement tests using new‐ and old‐form samples obtained from populations that are different in ability level. All equating methods investigated in this study appear to be affected by group differences in ability. The equating methods that appear to be the most affected by these differences are the Tucker and frequency estimation equipercentile procedures. The methods that appear to be the most robust to group differences in ability are the chained equipercentile and the two Levine procedures.

Matching on the basis of observed scores on a set of internal common items does not remedy the situation. In general, matching produces results, particularly scaled‐score means, for all equating procedures that are similar but that over‐ or underestimate the criterion scaled‐score means. Because the results (i.e., scaled‐score means) are similar across methods, the effect can be quite misleading in that, in the absence of a criterion, one could conclude that because consistent results are obtained across methods the results are close to “truth.” This was not found to be the case for the situations investigated in this study, and matching cannot be recommended as a procedure for rectifying the problem of sample ability‐level differences.
LIKELY IMPACT OF THE GRE® WRITING ASSESSMENT ON GRADUATE ADMISSIONS DECISIONS
Authors: Powers Donald E. , Fowles Mary E.
Published: August 2014

This “judgmental policy capturing” study investigated how the new Graduate Record Examinations (GRE®) Writing Assessment might influence graduate admissions decisions. Of interest was the likely impact of GRE Writing Assessment scores on graduate admissions decisions, as well as the probable effects of sending actual examinee essays to graduate institutions along with test scores and whether the presence of construct‐irrelevant flaws in these essays might negatively influence admissions decisions. To answer these questions, 23 graduate faculty — who represent nine graduate psychology and 14 graduate history departments and who have at least some experience with the admissions process —reviewed simulated admissions folders and made admissions decisions for a set of fictitious applicants. The study examined the relationship between these admissions decisions and a number of variables, including GRE Writing Assessment scores, the availability of examinee essays in admissions folders, GRE General Test scores, undergraduate grades, and the quality of the applicant's recommendation and personal statement. The study results suggest that GRE writing scores will probably have some impact on graduate admission decisions, but that overall, the availability of examinee essays will have substantially less, if any, influence. The study did not detect any significant tendency for graduate faculty to attend unduly to extraneous flaws in examinees' essays. A substantial majority of the participants felt that receiving applicants' GRE essays would either probably or definitely be useful.
FACTORS AFFECTING DIFFICULTY IN THE GENERATING EXAMPLES ITEM TYPE
Authors: Katz Irvin R. , Lipps Audrey W. , Trafton J. Gregory
Published: August 2014

This paper investigates the predictive validity of various features of Generating Examples (GE) test items – algebra problems that pose mathematical constraints and ask examinees to provide example solutions meeting those constraints. Selection of item features was motivated by a cognitive model of how examinees solve GE items using informal solution strategies such as generate‐and‐test. Experiment 1 examined the extent to which examinee performance can be explained by features predicted to affect difficulty, and Experiments 2 and 3 investigated the generality and cognitive bases of the difficulty model. The factors studied accounted for approximately 55% of the variance among item difficulty levels, and this predictive power was maintained on a more heterogeneous set of items. Cognitive strategies underlying the difficulty factors were also examined.
MINORITY STUDENT SUCCESS: THE ROLE OF TEACHERS IN ADVANCED PLACEMENT PROGRAM® (AP®) COURSES
Authors: Burton Nancy W. , Whitman Nancy Burgess , Yepes‐Baraya Mario , Cline Frederick , Kim R. Myung‐in
Published: August 2014

This project described the characteristics and teaching behaviors of those successfully teaching AP® Calculus AB and AP English Literature and Composition to underrepresented minority students. Its purpose was to assist educators in improving the participation and performance of underrepresented minority students in AP classes. Study results showed successful teachers of minority students are good teachers for all groups. They express a high opinion of students, both majority and minority, and hold them to high standards. They make sure that students understand and can apply the fundamental concepts in the discipline. They also help students and parents understand and feel comfortable about college.
A FEASIBILITY STUDY OF ON‐THE‐FLY ITEM GENERATION IN ADAPTIVE TESTING
Authors: Bejar Isaac I. , Lawless René R. , Morley Mary E. , Wagner Michael E. , Bennett Randy E. , Revuelta Javier
Published: August 2014

The goal of this study was to assess the feasibility of an approach to adaptive testing based on item models. A simulation study was designed to explore the affects of item modeling on score precision and bias, and two experimental tests were administered — an experimental, on‐the‐fly, adaptive quantitative‐reasoning test as well as a linear test. Results of the simulation study showed that under different levels of isomorphicity, there was no bias, but precision of measurement was eroded, especially in the middle range of the true‐score scale. However, the comparison of adaptive test scores with operational Graduate Record Examinations (GRE) test scores matched the test‐retest correlation observed under operational conditions. Analyses of item functioning on linear forms suggested a high level of isomorphicity across items within models. The current study provides a promising first step toward significant cost and theoretical improvement in test creation methodology for educational assessment.
Dielectric spectroscopy‐based estimation ofVCDinCHOcell culture
Authors: Lee Hae Woo , Carvell John , Brorson Kurt , Yoon Seongkyu
Published: August 2014

BACKGROUND

In mammalian cell culture processes, viable cell density (VCD) is one of the most crucial parameters for monitoring of the current status of cell growth and protein production. Among the various real‐time monitoring tools available forVCDin Chinese hamster ovary (CHO) cell culture, dielectric spectroscopy is one of the more reliable due to its simplicity, robustness and accuracy. These attributes enable efficient monitoring and control of the corresponding processes. However, one of the major drawbacks of dielectric spectroscopy is frequent deterioration of accuracy during the late‐growth phase ofCHOcell culture. This can be caused by abrupt changes in the cell physiology, as well as environmental conditions.

RESULTS

In this study, various kinds of chemometric tools were employed to understand the spectral dynamics of dielectric spectroscopy during extendedCHOcell culture, including different cell growth phases. Then, the performance of different multivariate regression models were compared with conventional Cole‐Cole equation‐based approaches. The models were compared in their ability to estimateVCDinCHOcell culture from dielectric spectra from several batches of bioreactor operations. Multivariate analysis of dielectric spectral datasets clearly revealed the time‐varying evolution of spectral dynamics during the transition between cell growth phases. The best prediction performance from the dielectric spectroscopy was realized using a regression model based on locally‐weighted partial least squares (LWPLS). This estimation model best compensated for spectral dynamics observed during the different cell growth phases.

CONCLUSION

Dielectric spectroscopy combined withLWPLSallows achievement of optimal and stable estimation ofVCDduringCHOcell culture, regardless of inherent differences in cell growth phases. © 2014 Society of Chemical Industry
Scoring hip osteoarthritis with MRI (SHOMRI): A whole joint osteoarthritis evaluation system
Authors: Lee Sonia , Nardo Lorenzo , Kumar Deepak , Wyatt Cory R. , Souza Richard B. , Lynch John , McCulloch Charles E. , Majumdar Sharmila , Lane Nancy E. , Link Thomas M.
Published: August 2014

Background

To develop a semi‐quantitative MR‐based hip osteoarthritis (OA) evaluation system (Scoring hip osteoarthritis with MRI, SHOMRI), and to test its reproducibility and face validity.

Methods

The study involved 98 subjects with informed consent. Three‐Tesla MR imaging of hip was performed in three planes with intermediate‐weighted fat saturated FSE sequences. Two radiologists assessed cartilage loss, bone marrow edema pattern, subchondral cyst in 10 subregions, and assessed labrum in 4 subregions. In addition, presence or absence of ligamentum teres integrity, paralabral cysts, intra‐articular body, and effusion in the hip joint were analyzed using the SHOMRI system. The reproducibility was assessed with intra‐class correlation coefficient (ICC), Cohen's Kappa values and percent agreement. SHOMRI scores were correlated with radiographic Kellgren‐Lawrence (KL) and OARSI atlas gradings, and clinical parameters, the hip osteoarthritis outcome score (HOOS) and hip range of motion (ROM), using Spearman's rank correlation and ordinal logistic regression.

Results

ICC values were in the excellent range, 0.91 to 0.97. Cohen's Kappa values and percent agreement ranged from 0.55 to 0.79 and 66 to 99%, respectively. SHOMRI demonstrated significant correlations with KL and OARSI gradings as well as with clinical parameters, HOOS and ROM (P < 0.05). Among the SHOMRI features, subchondral cyst and bone marrow edema pattern showed the highest correlation with HOOS and ROM.

Conclusion

SHOMRI demonstrated moderate to excellent reproducibility and significant correlation with radiographic gradings and clinical parameters. J. Magn. Reson. Imaging 2015;41:1549–1557. © 2014 Wiley Periodicals, Inc.
Synthesis and Raman signature for the formation of CdO/MnO2 (core/shell) nanostructures
Authors: Kumar Sumeet , Ojha Animesh K. , Singh Ranjan K.
Published: August 2014

In the present report, bare CdO and CdO/MnO2 core/shell nanostructures of various cores and different shell sizes were synthesized using co‐precipitation method. The phase, size, shape and structural details of the bare CdO and CdO/MnO2 nanostructures were investigated by X‐ray diffraction, transmission electron microscopy (TEM), and Raman spectroscopy measurements. TEM micrographs confirm the formation of core/shell nanostructures. The presence of CdO (core) and MnO2 (shell) crystal phases was determined by analyzing the Raman data of bare CdO and CdO/MnO2 core/shell nanostructures. The Raman spectra of bare CdO nanostructures contain one broad intense convoluted envelop of three bands in the spectral range of 200–500 cm−1 and a weaker band located at ~940 cm−1. The intensity of these two Raman bands is decreased with the increase of shell size and disappeared completely for the shell size 5.3 ± 1 nm. Further, two new Raman bands appeared at ~451 and ~665 cm−1 for the shell size 1.3 ± 0.1 nm. These two Raman bands are assigned to the deformation of Mn–O–Mn and Mn–O stretching modes of MnO2. The intensity of these two Raman bands is enhanced with the increase of shell size and attains a maximum value for the shell size 5.3 ± 1 nm. The disappearance of characteristics Raman bands of CdO phase and the appearance of characteristics Raman bands corresponding to MnO2 phase for nanostructures of shell size 5.3 ± 1 nm authenticate the presence of CdO as core and MnO2 as shell in the core/shell nanostructures. Copyright © 2014 John Wiley & Sons, Ltd.
Hereditary cancer syndromes with high risk of endometrial and ovarian cancer: Surgical options for personalized care
Authors: McCann Georgia A. , Eisenhauer Eric L.
Published: August 2014

Cancer genomics has increased our recognition of specific hereditary cancer mutations. Hereditary breast and ovarian cancer (HBOC) syndrome and Lynch syndrome are two such entities in which women carrying specific mutations may be at high risk for developing breast, ovarian, and/or endometrial cancers. Risk reducing surgery such as prophylactic mastectomy, oophorectomy, and/or hysterectomy may allow women to decrease these risks after completing childbearing. Background, indications, and consequences of these procedures are reviewed. J. Surg. Oncol. 2015 111:118–124. © 2014 Wiley Periodicals, Inc.
Influence of fiber slippage coefficient distributions on the geometry and performance of composite pressure vessels
Authors: Zu Lei , Wang Jihui , Li Shuxin
Published: August 2014

In this article, the effects of several slippage coefficient distributions on the geometry, fiber trajectories, and the structural efficiency of non‐geodesic domes are evaluated for composite pressure vessels. Several functions, which ensure C1 continuity of the winding trajectories, are respectively used to describe the slippage coefficient distributions along the fiber paths. With the aid of the fiber slippage law and the optimality condition of equal shell strains, the differential equations that govern the non‐geodesics–based dome shapes and related fiber trajectories are formulated. The meridian profiles and winding angle developments of the carbon–epoxy domes are obtained based on the given slippage coefficient distributions; their structural performances are then determined and compared with each other. The results conclude that the non‐geodesic dome designed using the maximum constant slippage coefficient exhibits better performance than those using other slippage coefficient distributions; this is mainly triggered by maximum utilization of the longitudinal strength of the laminate. It is also revealed that the structural efficiency of domed pressure vessels can be improved using non‐geodesics that provide higher degrees of freedom in the design of filament wound structures. POLYM. COMPOS., 315–321, 2016. © 2014 Society of Plastics Engineers
Structure of the full‐length insecticidal protein Cry1Ac reveals intriguing details of toxin packaging into in vivo formed crystals
Authors: Evdokimov Artem G. , Moshiri Farhad , Sturman Eric J. , Rydel Timothy J. , Zheng Meiying , Seale Jeffrey W. , Franklin Sonya
Published: August 2014

For almost half a century, the structure of the full‐length Bacillus thuringiensis (Bt) insecticidal protein Cry1Ac has eluded researchers, since Bt‐derived crystals were first characterized in 1965. Having finally solved this structure we report intriguing details of the lattice‐based interactions between the toxic core of the protein and the protoxin domains. The structure provides concrete evidence for the function of the protoxin as an enhancer of native crystal packing and stability.
On the effectiveness of weighted moving windows: Experiment on linear regression based software effort estimation
Authors: Amasaki S. , Lokan C.
Published: August 2014

In construction of an effort estimation model, it seems effective to use a window of training data so that the model is trained with only recent projects. Considering the chronological order of projects within the window, and weighting projects according to their order within the window, may also affect estimation accuracy. In this study, we examined the effects of weighted moving windows on effort estimation accuracy. We compared weighted and non‐weighted moving windows under the same experimental settings. We confirmed that weighting methods significantly improved estimation accuracy in larger windows, although the methods also significantly worsened accuracy in smaller windows. This result contributes to understanding properties of moving windows. Copyright © 2014 John Wiley & Sons, Ltd.