bluuebunny/crossref_metadata_2025 huggingface dataset:
Student Points of View in Ratings of College Instruction
Authors: Centra John A. , Linn Robert L.
Published: March 2007

This study investigated student points of view in their ratings of specific courses and instructors by analyzing student responses within each of three classes separately, and then sought to generalize the results further by additional analyses with 300 students randomly selected from 402 classes in five colleges. Different points of view were found for student ratings of course examinations, textbooks and supplementary readings, and class discussions. These various points of view were moderately related to such student characteristics as grades and sex, although not in all three of the classes studied. This last point underscores the importance of the context (i.e., the particular course) in understanding or interpreting the meaning of student ratings.
Individuality, Individual Differences, and Computer Simulation
Authors: Kearsley Greg P.
Published: March 2007

The nomothetic and idiographic approaches to the study of individual differences and individuality are reviewed. The underlying assumptions of each approach are distinguished and then reconstructed to give eight different conceptual perspectives for the study of individual behavior. It is argued that the traditional nomothetic and idiographic techniques are limited to one or two of these perspectives while computer simulation provides the capability to deal with all of these conceptualizations and hence is a more powerful methodology. Two perspectives in particular are singled out for special consideration in order to demonstrate the value of computer simulation in the study of individual behavior. A number of potential applications of such computer models to educational research are discussed.
Preschool Children's Performance on the Raven's Coloured Progressive Matrices and the Peabody Picture Vocabulary Test
Authors: Garrity Linda I. , Donoghue James T.
Published: March 2007

In two situations various comparisons were performed among the Peabody Picture Vocabulary Test (PPVT) and Raven's Coloured Progressive Matrices (RCPM) scores of 11 girls and 11 boys of preschool age (Study 1) and of 11 nonproblem and 11 behavior problem preschool children (Study 2). A possible sex difference was found: girls did obtain a significant correlation between the PPVT raw (or non-age-corrected) scores and the RCPM, whereas boys did not. Age and RCPM scores were significantly correlated (Study 1), but age and PPVT IQ scores were not. Thus, it appeared that scores on a measure of the spatial ability involved in the RCPM do increase progressively with age, although they are not related to the skills measured by the PPVT. In Study 2 a trend toward higher correlations was found between the RCPM and the PPVT scores for the nonproblem as compared to the problem children.
The Interrelationship of Measures of Locus of Control, Intelligence, and Achievement in Juvenile Delinquents
Authors: Ollendick Duane G. , Ollendick Thomas H.
Published: March 2007

To test the reported relationship between locus of control and academic achievement, the Children's Nowicki-Strickland Internal-External scale, the Peabody Individual Achievement Test, and the Wechsler Intelligence Scale for Children were administered to 45 male juvenile delinquents. All intercorrelations between the three tests were positive and significant. Subjects were then divided into three groups on the basis of their locus of control scores and analyses of variance and covariance were performed. These analyses revealed that, with the effects due to IQ partialed out, achievement did not significantly vary for the different levels of locus of control. Results were discussed as being non-supportive of previous research and indicative of greater specificity in the delineation of the locus of control/academic achievement relationship.
Logical Versus Empirical Estimates of Item Difficulty
Authors: Quereshi M.Y. , Fisher Thomas L.
Published: March 2007

The logical estimates made by 5 judges of the difficulty levels of 44 letter series items were compared with the corresponding empirical estimates derived from an actual administration of the items to 186 undergraduates. The results indicated (a) substantial correspondence ( P < .01) between logical and empirical estimates and (b) a great deal of variation among judges in the relative accuracy of their judgments. Written reports of the judges of the rules they used in determining item difficulty indicated that the more elaborate a judge was in analyzing the structure and organization of an item, the more accurate was his estimation of the item difficulty level.
The Predictive Validity of the Stanford Early School Achievement Test
Authors: Ames Steven G. , Becker Laurence D. , Dalton Starrett
Published: March 2007

The predictive validity of the Stanford Early School Achievement Test (SESAT) was examined. A sample of 172 first grade children was pretested with the SESAT and posttested with the Stanford Achievement Test (SAT). Results demonstrated moderate validity of the SESAT for predicting first grade achievement. The SESAT was more valid as a predictor of verbal achievement than it was as a predictor of mathematics achievement.
A Note on Sex Differences in Achievement Motivation
Authors: Dias Sally , Carifio James
Published: March 2007

In this article, the validity of using separate male and female measurement scales is seriously questioned. A variety of data is presented to support the case made against this practice.
DSYSTM: A Basic Computer Program for the Causal Analysis of Contingency Data
Authors: Paulhus Delroy L.
Published: March 2007

DSYSTM is an interactive BASIC program designed to perform a linear-graph analysis of contingency table data. The method, which follows that described by Davis (1976), is termed " d-systems analysis." The program handles polytomous variables, both prior and dependent. Data may be submitted interactively or stored and appended as data-sets. The input consists of tables of frequencies or proportions and the output includes parameter estimates and test statistics. The program is especially suitable for the analysis of change models.
Cross-Validation of a Creativity Scale for the Adjective Check List
Authors: Albaum Gerald , Baker Kenneth
Published: March 2007

Cross-validation of a Creativity ( Cr) scale for the Adjective Check List (ACL), based on adult groups, is presented. ACL self-descriptions for 103 known independent inventors were compared with those of 74 noninventors. Of all the possible ACL scales, significant differences between the two groups existed for 8 scales, including the Cr scale. Within the creative group itself, there was no significant difference between patentees and nonpatentees on the Cr scale.
Computer Assisted Construction of Variable Norms
Authors: Krus David J. , Ceurvorst Robert W.
Published: March 2007

An algorithm for updating the means and variances of a norm group after each computer-assisted administration of a test is described. The algorithm does not require storage of the whole data set and provides for unlimited, continuous expansion of the test norms.
A Computer Program for Reporting Student Ratings of Faculty
Authors: Berk Ronald A. , Harrop Gerhard A.
Published: March 2007

A program is described for analyzing and reporting the results of student rating scales designed to evaluate courses and instructors. It computes median ratings for the total scale, subscales, and items. Written in ANS FORTRAN, the program is compatible with most third generation machines.
Applying Ranking and Selection Techniques to Determine the Length of a Mastery Test
Authors: Wilcox Rand R.
Published: March 2007

A problem of considerable importance in certain educational settings is determining how many items to include on a mastery test. Applying ranking and selection procedures, a solution is given which includes as a special case all existing single-stage, non-Bayesian solutions based on a strong true-score model. Illustrations are given for the binomial and compound binomial distributions.
A Comparison of the Validity of the Test of Standard Written English (TSWE) and of the California State University and Colleges English Placement Test (Csuc-Ept) in the Prediction of Grades in a Basic English Composition Course and of Overall Freshman-Year Grade Point Average
Authors: Michael William B. , Shaffer Phyllis
Published: March 2007

FOR a sample of more than 500 freshmen at California State University, Northridge (CSUN) who had elected to take the general English composition course (English 155) during their first semester as well as for male and female subsamples of comparable size, comparisons were made of the predictive validity of the California State University and Colleges English Placement Test (CSUC-EPT) (Educational Testing Service, 1977a, b), the Test of Standard Written English (TSWE) of the Admissions Testing Program of the College Board (Educational Testing Service, 1974-1978, 1978a, 1978b), and the Verbal and Mathematics portions of the College Board Scholastic Aptitude Test (CEEB—SAT—Verbal and CEEB-SAT—Mathematics) (Educational Testing Service, 1948-1978) with respect to each of four criterion measures: (a) Grades in Fall Semester 1977 English 155—Written Expression, (b) Fall Semester 1977 GPA, (c) Spring Semester 1978 GPA, and (d) 1977-1978 Academic Year (Total CSUN GPA. Statistical findings suggested these conclusions : (1) the TSWE requiring 30 minutes of test-taking time is very nearly as valid as the CSUC-EPT, which involves two hours and forty-five minutes of working time, in prediction of success in the general English composition course; (2) both the TSWE and the CSUC-EPT appear to be more valid than is the CEEB—SAT—Verbal measure in placing correctly freshman students in an English composition course (from the standpoint of an accurate prediction of their achievement); (3) a short multiple-choice examination requiring knowledge of principles about grammar, usage, choice of words and phrases, and syntax such as the TSWE or a subtest of the CSUCEPT reflecting similar competencies provides a more accurate prediction of success in a basic English composition course emphasizing writing skills than does an essay examination requiring the actual demonstration of writing skills; (4) level of achievement in high school is nearly as valid an indicator of overall academic performance during the freshman year as are scores on the CEEB-SAT— Verbal or Mathematics, the TSWE, or the CSUC-EPT—Total Score measures; and (5) an optimally weighted combination of two or more of these measures is typically more predictive of performance in either the English composition course or in overall academic achievement during the freshman year than is any one of these variables alone. In general, validity coefficients for females are higher than those for males irrespective of which criterion measure is being predicted.
A Computer Program for the Johnson-Neyman Technique
Authors: Ceurvorst Robert W.
Published: March 2007

The Johnson-Neyman technique is briefly reviewed, and a program for carrying out an analysis using the procedure is described. The program accomodates one independent and one dependent variable, up to 20 groups of observations, and an unlimited number of cases.
A Comparison of Matrix Questionnaires with Standard Questionnaires
Authors: Rucker M.H. , Arbaugh J.E.
Published: March 2007

Two studies were conducted to compare responses to matrix questionnaires with those to standard questionnaires. In the first study, the matrix format was used to reduce questionnaire size, and therefore mailing costs. However, this format also produced significantly fewer returns. A second study comparing matrix and standard questionnaires of equal size found similar response rates but more incomplete returns for the matrix form.
Weigan: a Fortran IV Program for Weighted G Analysis
Authors: Vegelius Jan
Published: March 2007

The computer program WEIGAN makes the weighted G analysis available for computer users. The input and output of the program is described. A presentation of the details of the method will be found elsewhere.
Development and Validation of a Scale to Measure Learning-Related Classroom Behaviors
Authors: Reynolds William M.
Published: March 2007

The Classroom Behavior Rating Scale (CBRS) was developed to provide school psychologists with a measure of learning-related classroom behaviors of elementary school pupils. The initial item pool consisted of 100 behavioral statements reflecting learning-related behaviors (e.g., attention, persistence) delineated within various educational environments (e.g., large group instruction, seat work). On the basis of teacher evaluations of each item with respect to clarity, relevance to classroom learning, and ability to be accurately rated, a 72-item scale was developed. After field testing and item analysis, 32 items were removed. A 40-item scale with an estimated internal-consistency reliability of .98 resulted. The 40-item CBRS was then completed on 218 students. Similar reliability estimates were found. The CBRS demonstrated substantial validity as shown by correlations with academic achievement tests, IQ scores, and teacher ratings of other classroom behavior problems.
A Reexamination of Coombs' Data Quadrants
Authors: Carithers Martha W. , Flynn Cynthia B.
Published: March 2007

Coombs' Data Quadrants are examined critically for consistency. Two classes of problems in his formulation are identified: (1) one of Coombs' three dichotomies is notably weaker than the other two, and breaks down entirely in two of the quadrants; and (2) the 'dichotomies' are not true dichotomies, and fail to include all logical analytical possibilities. Solutions to the problems are proposed.
A Comparison of the Reliability and Validity of Ratings of Student Performance on Essay Examinations by Professors of English and by Professors in Other Disciplines
Authors: Michael William B. , Cooper Terri , Shaffer Phyllis , Wallis Earl
Published: March 2007

For two essay questions—Question 1 given to one sample ( N1 = 100) and Question 2 to a second group ( N2 = 100)—ratings of student performance rendered by professors of English and by professors in other disciplines were compared for reliability and concurrent validity. From the data analyses it was concluded that the reliability and validity of the ratings provided by professors outside of English departments and by professors in English departments were nearly comparable. It appeared that differences in the reliability and concurrent validity of ratings assigned to writing samples of students might be more a function of the nature of the question posed or of variations in the average ability level of examinee groups than of differences in level of expertise on the part of readers.
The Fallacy of Replacing an a Priori Significance Level With an a Posteriori Significance Level
Authors: Shine Lester C.
Published: March 2007

In an effort to "improve" experimental results, many researchers may be tempted to replace an a priori significance level with an a posteriori significance level. There are, however, at least four reasons why such a replacement is incorrect procedure. First, the probability under the null hypothesis that the observed probability level is less than the a posteriori significance level is not, as is thought by many researchers, generally equal to the a posteriori significance level. Second, this probability cannot be interpreted as the probability of a Type I error. Third, an a posteriori significance level cannot be interpreted as an a priori significance level. And fourth, replacing an a priori significance level with an a posteriori significance level is unethical procedure. Some comments are made on current APA reporting procedures for significance levels.
An Empirical Comparison of Four Discrete Discriminate Analysis Procedures
Authors: Wilcox Rand R.
Published: March 2007

In recent years several discrete discriminate analysis procedures have been proposed which might be used in lieu of the more com mon multinomial solution. These procedures have not been com pared to one another and there is little or no information about how they perform on real data sets. Using three sets of real data, a com parison of these solutions are made using the actual versus the opti mal error rate. It is found in all three cases that the kernel method gives the most accurate results.
Distortion as a Function of the Number of Factors Rotated under Varying Levels of Common Variance and Error
Authors: Guertin Azza S. , Guertin Wilson H. , Ware William B.
Published: March 2007

This study examined the effects of under and overrotation on common factor loading stability under three levels of common variance and three levels of error. Four representative factor matrices were selected. In each case, the factor matrix was adjusted to account for 30%, 45%, and 60% of common variance. Each of the adjusted matrices was postmultiplied by its transpose and the intercorrelation matrix obtained was factor analyzed to obtain the criterion matrix.

Using Fisher's z transformations, randomly-generated error based on 100, 200, and 500 subjects was added to the similarly transformed intercorrelation matrix. Each error-laden matrix of z's was then transformed back to r 's and factor analyzed. Ten replications were completed for each experimental condition. Several rotations were tried below, equal to, and above the correct number of factors for each problem matrix chosen. Root-mean-square (RMS) mean values were obtained between the first few factors of each criterion matrix and the corresponding factors from the successive rotations.

The RMS mean deviation values were plotted against the number of factors rotated and a multifactor repeated measures ANOVA performed. The number of factors rotated, the interaction of rotations with common variance, and the interaction of rotations with error were found significant at the .01 level in all four problems. The interaction of rotations with common variance and error was found significant at the .01 level for Problems Three and Four only.

Although these findings must be considered within the logistical limitations imposed upon this study, it appears, nevertheless, that matrices which account for large amounts of common variance are less susceptible to the vagaries of overrotation. Hence, these matrices tend to have stable factor loadings. Furthermore, common-factor space is clearly distorted in the case of underrotation.
Stagewise Multivariate Linear Regression Using Spss or BMDP
Authors: Karpman Mitchell B.
Published: March 2007

The multivariate test statistic for multivariate regression may be computed using BMDP6M or SPSS CANCORR. A stagewise multivariate regression procedure is described which is equivalent to the multivariate extension of testing the semi-partial correlation coefficient.
The Single Administration Estimate of the Proportion of Agreement of a Proficiency Test Scored with a Latent Structure Model
Authors: Wilcox Rand R.
Published: March 2007

Several methods have been proposed for estimating the reliability of a criterion-referenced test. This paper describes and compares seven procedures which can be applied to the more general case of proficiency tests that are scored with latent structure models. Results suggest that the predictive estimate is the most accurate of the procedures.
Factorial Validity of the Vocational Interest Scales of the Holland Vocational Preference Inventory for Australian High School Students
Authors: Athanasou James A. , O'Gorman John , Meyer Ern
Published: March 2007

The purpose of the present report was to identify the structure of the six vocational interests measured by the Holland Vocational Preference Inventory. Two independent samples of Australian high school students were used—101 males in the first study and 99 subjects (44 males and 55 females) in the second study. Principal components analysis with rotation to the varimax criterion was carried out on the 6 by 6 interscale correlation matrices. Comparison of the first three factors between the samples yielded coefficients of congruence of 0.987, 0.827 and 0.929. Results of the first and second analyses, respectively, showed that a general factor accounted for 58% and 44% of the total variance. The remaining factors which were bipolar, supported previous classifications of interests. The nature of the first factor and its importance for vocational guidance are discussed.
Reliability and Concurrent Validity of the Recreation Experience Preference Scales
Authors: Tinsley Howard E.A. , Kass Richard A. , Driver B.L.
Published: March 2007

Two procedures for scoring the Recreation Experience Preference scales were investigated from using data obtained from respondents engaged in outdoor recreational activities in Pennsylvania (N = 463) and Michigan (N = 1531). Both scoring procedures were judged to yield acceptable levels of reliability and concurrent validity. In field situations where there is less time to question respondents, the briefer domain scoring strategy is preferred. When respondent time is not an issue, the scale score strategy is recommended.
Response Biases in Multiple-Choice Test Item Files
Authors: Mentzer Thomas L.
Published: March 2007

Thirty-five files of multiple-choice test items were examined for evidence of biases in the correct answers. Of seven types of biases, the most frequently occurring (24 cases) was the "All of the above" bias in which that answer was correct significantly more than 25% of the time. Another common bias (17 cases) was a tendency for the longest answer to be correct too frequently. Ten cases were also found in which answers of the form "Both A and B" were correct too frequently. Finally, the ABCD bias, in which the probability of each of the four response choices being correct differs from .25, was present in seven files. Three other biases occurred only a few times. It was concluded that authors should take precautions to prevent biases in future item files.
On the High Predictive Potential of Change and Growth Measures
Authors: Zimmerman Donald W. , Williams Richard H.
Published: March 2007

Formulas in the statistical theory of test scores have led some psychometricians to believe that measures of change and growth have questionable value in research. However, certain combinations of parameters, when substituted into these formulas, yield reliable change scores and high non-spurious correlations between change scores and independent criterion scores, even when pretest scores are not good predictors of either changes or the criterion. Because of mathematical constraints, these particular combinations of parameters are the ones to be expected in research designs if valid and reliable changes in individuals' test scores do occur. Accordingly, it is possible for measures of change and growth to have excellent predictive value, as investigators in many fields have taken for granted, and, conversely, independent variables can be excellent predictors of changes. Although criteria which are highly correlated with changes are difficult to discover empirically, their existence cannot be ruled out by statistical arguments alone.
Predicting Academic Achievement of Mexican American Children: Preliminary Analysis of the Mccarthy Scales
Authors: Valencia Richard R.
Published: March 2007

Guided by Public Law 94-142 in which it is mandated that assessment instruments be validated for specific use on exceptional populations, the intent of the present study was to examine the effectiveness of the McCarthy Scales of Children's Abilities in predicting school achievement (as measured by the Comprehensive Tests of Basic Skills) for 31 English-speaking, second-grade Mexican American children. It was found that the validity coefficients between McCarthy Scale scores and total Reading/Mathematics achievement scores ranged from .39 to .75. The observed r of .75 between the McCarthy General Cognitive Index and Reading achievement was of comparable magnitude to what has been found in the literature. The finding that the Verbal Scale was the least valid composite predictor of Reading Achievement was discussed in the context of psychometric and cultural considerations. It was concluded that in light of other McCarthy research on Mexican American children and the findings of the present study, the McCarthy appears to be a promising tool in the assessment of English-speaking Mexican American children.
A Program which Computes a Multivariate Analog of Omega Squared
Authors: Thompson Bruce
Published: March 2007

The paper presents an overview of an effect size estimate which can be useful in interpreting multivariate statistical results. The estimate is not typically provided by program packages. A program which calculates the corrected version of the estimate is discussed, and an illustrative example of some of the program's output is presented.
Comparative Validity of the College Board Scholastic Aptitude Test-Mathematics and the Descriptive Tests of Mathematics Skills for Predicting Performance in College Mathematics Courses'
Authors: Bridgeman Brent
Published: March 2007

Scores from the Descriptive Tests of Mathematics Skills (DTMS) (a set of tests designed to reflect the content of beginning mathematics courses and to assist in placement decisions) were compared with scores from the College Board Scholastic Aptitude Test-Mathematics (SAT-M) in predicting grades in freshman level mathematics courses at two institutions. For more advanced courses (elementary functions and calculus), the DTMS and SAT performed about equally well. But for remedial algebra courses, predictions from the DTMS were clearly superior to those from the SAT-M. General aptitude tests that are valid for selection decisions may be considerably less valid for predicting success in specific courses.
Pattern Analysis of Rod-and-Frame Test Data
Authors: Haller Otto , Edgington Eugene S.
Published: March 2007

Rod-and-frame test performance consists of several analytically separable components. A general method is presented which identifies these components. The method consists of correlating theoretical patterns of scores with obtained test scores of single subjects. A special randomization test was developed for this purpose. The correlation test calculates probability values directly from the test data. In this way fit (p? .05) or best fit (lowest p-value) can be determined between theoretical pattern and test scores.
Assessing Role Conflict and Role Ambiguity: A Cross Validation Study
Authors: Schwab Richard L. , Iwanicki Edward F. , Pierson Dorothy A.
Published: March 2007

The Rizzo, House, and Lirtzman (1970) Role Questionnaire (RQ) was developed to assess a person's perceived level of role conflict and role ambiguity. Although the RQ has been shown to possess reliability and validity when used with some occupations, these properties of the instrument have not been examined for teachers. This study was concerned with the construct validity of the RQ when used with teachers. A principal components analysis with oblique rotation confirmed that the RQ measured the separate constructs of role conflict and role ambiguity. In addition, role conflict could be separated into two factors, Intrarole/intrasender and Interrole/intersender conflict. Cronbach coefficient alpha internal consistency estimates of the reliabilities of each scale were considered to be satisfactory and were observed to be similar to those reported for other occupations. Questions as to the underlying reasons for the independence of the role conflict and role ambiguity factors as well as suggestions for future research are presented.
The Measurement of Writing Skills: Some Problems and a Probable Solution
Authors: Deshields Shirley M. , Hsieh Hui K. , Frost Douglas
Published: March 2007

The assessment of student writing skills is an issue of considerable importance and the topic of much recent debate. After discussing one of the difficulties in this area, it is proposed that the development of a valid and reliable means of assessing expository writing skill may resolve many of these problems. The Standardized Test of Essential Writing Skills (STEWS) has been developed for this purpose. A series of studies concerning the reliability and validity of the STEWS are presented and their implications for the use of the STEWS discussed.
A Statistical Test for Prerequisite Relations
Authors: Bart William M. , Read Sherry A.
Published: March 2007

A statistical test for testing the probability that prerequisite relationships determined by a Bart-Krus analysis of two dichotomously scored variables occur by chance is presented. The test is based on Fisher's exact test. Implications are discussed.
Effects of Positive Suggestions on Mood States
Authors: Guthrie Thomas C. , Gehman W. Scott
Published: March 2007

The experiment assessed the effects of a set of positive suggestions on mood states. Each of 63 undergraduate volunteers (32 males, 31 females) who completed the experiment was paid $20.00. Subjects were assigned randomly to a Treatment Group or a no-treatment Control Group. Treatment Group subjects listened to the same set of positive suggestions in each of four treatment sessions scheduled over a 2-week period. The Profile of Mood states (POMS) was used to measure six mood states (dependent variables). Hypotheses were tested (p < .01) by a multivariate analysis of variance of posttest POMS scores. There was no evidence of significant change in the mood states of subjects following the administration of a set of positive suggestions. Clinicians need to identify other psychotherapeutic techniques which may have escaped empirical scrutiny over the years.
Response Alternatives in Likert Scaling
Authors: Johnson William L. , Dixon Paul N.
Published: March 2007

Over the past several years, numerous questions have arisen pertaining to response alternatives for Likert scaling. Specifically, both two-column and one-column Likert formats are commonly used in educational and psychological measurement. Which format, however, is to be preferred? Is one format superior to the other and under what restraints? This study makes a start toward clarifying these issues by analyzing the results of applying two different methods of Likert-scale construction (single-column and discrepancy-column formats). The findings indicate that the discrepancy format clearly provides stronger discrimination for purposes of measuring need than does the single-column approach.
Equating Alternate Test Forms with a Microcomputer
Authors: Oosterhof Albert C. , Lassiter Karen
Published: March 2007

A FORTRAN program is described which applies linear procedures within four test equating designs. The program is flexible relative to data type and format. The program is usable on many microcomputers and larger systems.
The Effects of Instructors and Student Myers-Briggs Type Indicator Characteristics on the Accuracy of Grades Predicted for an Introductory English Composition Course
Authors: Schurr K. Terry , Houlette Forrest , Ellen Arthur
Published: March 2007

The effects of different instructors and student Myers-Briggs Type Inventory personality characteristics on the accuracy of predicting 1041 introductory English composition grades from a single regression equation were investigated. The instructor variable was defined by three groups of classes: high grade means, average grade means, and low grade means. The Scholastic Aptitude Test Verbal, Test of Standard Written English, and high school class percentile rank were used as the predictors. Analyses compared the regression equations of the class and student personality subgroups. The results suggested that grades were inflated in classes with high means and deflated in classes with low means. For these classes, there was a difference between the regression equations and there was an interaction of the equations with student personality. In the average class, there was not a difference among the student personality regression equations, although grades were more predictable for certain personality types than others. The findings indicate that the accuracy of predicted grades can be substantially influenced by differences among instructors and student personality types.
The Role of Weighting in the Use of Aggregate Scores
Authors: Stevens Joseph J. , Aleamoni Lawrence M.
Published: March 2007

In a recent article, Gardner and Erdle (1984) have argued inappropriately against prior standardization of scores when an aggregate score is formed. They demonstrate that an aggregate of raw scores may not correlate perfectly with an aggregate of standard scores, and that the correlation of an external criterion with the two types of aggregates may differ markedly. However, these effects are not a function of standardization. They are an artifact resulting from the differential weighting of components in the process of aggregation. In fact, standardization improves the ability to interpret and compare scores. A demonstration of the effects of differential weighting of aggregate components is presented that clarifies the need for prior standardization. The conceptual role of standardization in statistics and the use of aggregate scores in research are also briefly discussed.
Relationship of Locus of Control Inventory for Three Achievement Domains (LOCITAD) to Two Other Locus of Control Measures: A Construct Validity Study
Authors: Omizo Michael M. , Omizo Sharon A. , Michael William B.
Published: March 2007

This study examined the relationship between the six scales of Locus of Control for Three Achievement Domains (LOCITAD) and scores on the Nowicki-Strickland Locus of Control Scale and the Rotter Internal-External Scale. Subjects were 140 students (78 boys and 62 girls) who ranged in age from 11-14 years. Results revealed significant correlations between scores on the Nowicki-Strickland Locus of Control Scale and the Success Intellectual Domain (r = -.57, p < .01), Failure Intellectual Domain (r = -.21, p < .05), Success Social Domain (r = -.46, p < .01), Success Physical Domain (r = -.48, p < .01) measures of the LOCITAD. Scores from the Rotter I-E Scale were significantly correlated with the Success Intellectual Domain (r= -.37) and Success Physical Domain (r = -.34) scores of the LOCITAD with both coefficients significant beyond the .01 level. It was concluded that some support for the validity of the LOCITAD was evident. It was recommended that cross-validation investigations be conducted.
The Validity of the Learning Style Inventory 1985 as a Predictor of Cognitive Style and Occupational Preference
Authors: Highhouse Scott , Doverspike Dennis
Published: March 2007

This study investigated the relationship between measures of cognitive style and occupational preference and learning modes as measured by Kolb's revised Learning Style Inventory 1985. The Group Embedded Figures Test (GEFT), the Learning Style Inventory 1985 (LSI), and the Vocational Preference Inventory (VPI) were administered to 111 introductory psychology students. There were no significant correlations between the LSI and the GEFT. Correlations between the LSI and the VPI revealed a relationship between Artistic interests and the Concrete Experience mode.
Construct Validity of the Walker Problem Behavior Identification Checklist
Authors: Moon Charles E. , Marlowe Michael
Published: March 2007

The presumed five subscale structure of the Walker Problem Behavior Identification Checklist was investigated. A maximum likelihood factor analysis with varimax rotation was applied to responses from teachers on 258 pupils to confirm or disconfirm the existence of five distinct factors corresponding to the subscales. The clearest subscale was "acting out," with the other subscales revealing an ambiguous pattern of loadings on the remaining factors. Clinical interpretations using profiles should probably be limited to the "acting out" subscale.
Concurrent Validity of the Academic Locus of Control Scale
Authors: Trice Ashton D. , Ogden Epp P. , Stevens Wayne , Booth Jeanne
Published: March 2007

In three studies of college students, significant correlations in the predicted direction were found between criterion process variables related to academic success and scores on the Academic Locus of Control (ALC) Scale. The criterion variables included verbal class participation, study time, and homework completion. Although the correlations were small, accounting for between 10% and 21% of the ALC variance, the validity of the scale was supported.
A Comparison of the First Factor of the MMPI and the First Factor of the EMMPI: The PSD Factor
Authors: Edwards Lynne K. , Clark Cheryl L.
Published: March 2007

The Experimental Minnesota Multiphasic Personality Inventory (EMMPI) consists of 566 nonpathological personality items, where each item is paired with a corresponding item in the Minnesota Multiphasic Personality Inventory (MMPI) such that both items have approximately the same social desirability scale values and the proportion of True responses. The results of the secondary analysis applied separately to the 21 MMPI trait scales and to the corresponding 21 EMMPI scales indicated that their first factor loadings were congruent and both correlated highly with the proportion of items in the scales keyed for socially desirable responses. It is proposed that both the EMMPI and the MMPI first factors be named the positive self description (PSD) factor.
Components of Original Thinking in Gifted Children
Authors: Zarnegar Zohreh , Hocevar Dennis , Michael William B.
Published: March 2007

The dimensionality of the construct of original thinking was examined by using measures designed to control both for the occurrence of confounding of the construct of originality by that of fluency and for task ambiguity. Subjects were 315 gifted children in the fourth, fifth, and sixth grades. The results indicated that original thinking was conceptually distinct from general intelligence. Evidence for a general originality construct was mixed. Theoretical and methodological implications are discussed.
The Equivalence of Multiple Rater Kappa Statistics and Intraclass Correlation Coefficients
Authors: Rae Gordon
Published: March 2007

Using the Gini-Light-Margolin concept of partioning variance for qualitative data, correspondences are established between various kappa statistics and intraclass correlation coefficients under general conditions (multiple raters and polychotomous category systems). A measure of marginal symmetry for multiple ratings is also developed and is shown to have a proportion-of-variance explanation.
Application of Readability Indices to Multiple-Choice Items on Certification/Licensure Examinations
Authors: Plake Barbara S.
Published: March 2007

One source of test invalidity in the area of licensure and certification testing is the reading level of the test. The purposes of this paper are to: (a) propose a model for evaluating the readability level of certification/licensure examinations; (b) evaluate selected readability indices in terms of their appropriateness for use in estimating the readability level of specific certification/licensure examinations; and (c) present an example of the application of this model to the readability analysis of a state licensure examination in cosmetology. Readability level is an important dimension of the validity of licensure and certification examinations. One potential basis for candidate appeal is the appropriateness of the readability level of the examination with respect to the tasks and functions of the profession.
Analyzing Optional Test Items
Authors: Aiken Lewis R.
Published: March 2007

Traditional item analysis and reliability estimation procedures cannot be used in evaluating the effectiveness of a test consisting in whole or in part of optional items. This paper considers alternative methods for determining the difficulty, discrimination, and reliability of optional items on essay and other types of tests. Although not so precise as traditional procedures, these approaches can yield useful information for assessing the functioning of optional items and item composites. A computer program, available in BASICA and FORTRAN, has been written to compute the measures described in this paper. In addition, illustrative analysis of two tests with optional items are provided.
The Effects of Using Calculators to Reduce the Computational Burden on a Standardized Test of Mathematics Problem Solving
Authors: Ansley Timothy N. , Spratt Kevin F. , Forsyth Robert A.
Published: March 2007

Problem solving is a key skill in mathematics education. Thus, it is important to be able to assess students' proficiencies as problem solvers. The Quantitative Thinking Subtest (Test Q) of the Iowa Tests of Educational Development is a test of problem solving ability. However, if this test is to be considered a pure measure of problem solving ability, it must be demonstrated that this test does not measure other factors such as computational ability. To this end, a study was designed in which two groups of students took Test Q; one group using calculators to eliminate the need for computation, and the other just using paper and pencil to solve the problems. It was found that after controlling for differences in mathematical ability, the two groups did not differ in their scores on Test Q. This result seemed to support the validity of Test Q as a test of problem solving.
Program Corfree: A Program for Freeman's Family of Ordinal Correlation Coefficients
Authors: Balloun Joseph L. , Oumlil A. Ben
Published: March 2007

This paper describes a computer program, CORFREE, which computes the ordinal correlations discussed by Freeman. The correlation coefficients are calculated for the sample data, and the population values are estimated by a combination of the jackknife with robust/resistant methods. The sampling variance of each correlation coefficient is estimated by robust/resistant methods. The program computes one- and two-tailed significance tests of the null hypothesis by randomization methods. The program is useful for calculating the descriptive family of ordinal correlation coefficients described by Freeman, and for finding their significance levels. The program uses computer intensive methods to reduce errors or biases in estimating the population coefficients or their sampling variances. Program outputs can be further analyzed by other programs.
A Simple and Efficient Binary Coding Algorithm and "C" Computer Program that Facilitate Analysis of Categorical Data
Authors: Kunen Seth , Richard Terri
Published: March 2007

An efficient method for coding and decoding categorical data is presented. The coding algorithm and computer program allows the researcher to simultaneously code category frequencies and specific category responses. The computer program reads the binary code and produces a data file consisting of category frequency counts and a printed output file consisting of a complete written record of all of the subjects' responses. The coding algorithm and computer program can significantly reduce the time, expense and errors associated with categorical data coding, retrieval, and analysis.
The Family Map: A Graphical Representation of Family Systems Theory
Authors: Ludlow Larry H. , Howard Elizabeth
Published: March 2007

Family systems theory offers an explanation of how families interact and develop. A statistical representation of such interactions has been problematic. The present study proposes that "family maps," defined through role-playing and multidimensional scaling analysis, offer a diagnostic means of understanding current and hypothetical familial interactions. Empirical experimental data illustrate the utility of this methodology.
Quick-Reference Tables to Determine the Significance of the Difference between Two Correlation Coefficients from Two Independent Samples
Authors: Millsap Roger E. , Zalkind Sheldon S. , Xenos Tina
Published: March 2007

A number of research questions (e.g., differential validity, moderator variables) require comparisons of correlation coefficients across independent populations. In the two population case, the test statistic used in these comparisons is not a simple function of the difference between the sample correlations. Hence, this difference is not a direct indicator of significance. The formula can be rewritten to give the value of the larger correlation ( r L) required to reach significance at a specified alpha level, given the value of the smaller correlation ( r s) and the sample sizes. Quick-reference tables are presented giving critical values of r L for a two-tailed critical region at an alpha level of .05. Tabled values of r s range from .10 to .95, and sample sizes range from 15 to 200. The tables allow quick assessment of significance without requiring calculation of the test statistic.
Normative Scores and Factor Structure of the Profile of Mood States for Women Seeking Prenatal Diagnosis for Advanced Maternal Age
Authors: Tunis Sandra L. , Golbus Mitchell S. , Copeland Karen L. , Fine Beth A. , Rosinsky Barbara J. , Seely Linda
Published: March 2007

A large sample of pregnant women ( n = 705) was given the monopolar version of the Profile of Mood States (POMS) upon being counseled for prenatal diagnosis with the indication of advanced maternal age. Raw POMS scores were converted to standardized scores to develop relevant norms for the assessment of mood in these and other pregnant women who are demographically and obstetrically comparable. Vigor and Fatigue scores for this sample were similar to those published as norms for female psychiatric outpatients. Scores on all other POMS subscales Copyright (c)) 1990 Educational and Psychological Measurement, Inc. indicated low levels of mood disturbance. A factor analysis revealed seven correlated factors interpreted as (a) Depression, (b) Vigor, (c) Sociability, (d) Being Relaxed-Unafraid, (e) Not Being Angry or Irritable, (f) Negative Regard for Self and Others, and (g) Being Distracted. Differences between the presently obtained factor structure and the structures reported in the POMS manual are discussed.
The Development and Validation of a Measure of Special Education Teachers' Attitudes toward the Individualized Educational Program
Authors: Ryan Lynne B. , Rucker Chauncy N.
Published: March 2007

The development and construct validity of an instrument to measure special education teachers' attitudes towards the Individualized Education Program used in special educational program development are described. A factor analysis of the intercorrelations of responses to 38 items for a sample of 207 special education teachers from 16 randomly selected school districts in Rhode Island resulted in five derived components with alpha internal-consistency reliabilities as follows: Value for Instructional Planning, .88; Value for Individualized Instruction, .77; Team Planning, .70; Curriculum Planning, .66; and General Value, .64.
Revisiting the Charles F. Kettering, Ltd. School Climate Profile: Further Analysis of the Subscale Structure
Authors: Dixon Paul N. , Johnson William L. , Toman Sarah
Published: March 2007

The perceptual measurement-individual attribute approach is employed in this investigation of the Charles F. Kettering, Ltd. School Climate Profile (CFK), an instrument which has been widely used to gather data for administrative planning and curriculum revision. Three samples of subjects were administered the CFK General Climate section: (a) 822 elementary and secondary school students and administrators; (b) 747 secondary school students, administrators, and teachers; and (c) 415 secondary school students, administrators, and teachers (257 of whom had been respondents in the second sample and were retested on the CFK). Factor analyses for two of the three data sets yielded a six-factor solution suggesting concerns related to the CFK's division into eight subscales. Possible explanations for inconsistencies in the factor structure were discussed.