bluuebunny/crossref_metadata_2025 huggingface dataset:
A FOLLOW‐UP VALIDITY STUDY OF THE NAVAL POSTGRADUATE SCHOOL TEST AND SOME OF ITS COMPONENTS
Authors: Mollenkopf William G.
Published: August 2014

This report presents the first direct evidence on the validity of the Naval Postgraduate School Test, Form ZNP. For student officers tested in its first operational use in the fall of 1951 who subsequently entered the Engineering School in 1952, a correlation of .41 was found between test scores and quality‐point ratios for the first three terms of academic work.

Both for this group and for other groups entering earlier who had been given tests corresponding to sections of Form ZNP, bar charts are presented relating test scores to academic performances. In general, results corroborate earlier studies, although the effectiveness of the tests given “in‐the‐fleet” in the fall of 1949 was not as great as for tests given at the School, or for the operational form of the selection test.

Of most consequence is the finding regarding Form ZNP. Taken in conjunction with all the other evidence that has been gathered about the validity of tests similar to sections of Form ZNP, the observed effectiveness of this test seems sufficient to warrant its description as a useful instrument for selecting Postgraduate Engineering School students.
USE OF THE OFFICIAL BULLETIN OF INFORMATION AND PUBLISHED PRACTICE BOOKS AS PREPARATION FOR THE SELECTIVE SERVICE COLLEGE QUALIFICATION TEST
Authors: Schultz Douglas G.
Published: August 2014

The purpose of this research was to determine the use made by students during the 1951 Selective Service College Qualification Test Program, and the effects of such use on test score, of (1) the official Bulletin of Information, (2) published books sold to prepare candidates for the examination, and (3) other types of special preparation. The subjects were approximately 2350 male students in four private colleges and two state universities who had taken the Selective Service College Qualification Test (SSCQT) in either May or June of 195. A questionnaire inquiring into the use made of the Bulletin of Information and other types of preparation was sent to the subjects soon after they had taken the test. On the basis of the responses to the questions, several subgroups were formed and the SSCQT scores of these subgroups were compared, holding constant scores from an aptitude test administered before or soon after admission to college. Fire separate analyses were made for each of two questions.

The sample problems in the official SSCQT Bulletin of Information were found to have been widely consulted and there was some indication that among freshman students the relatively few candidates who did not work over these problems were at a slight disadvantage. Very few students said they used special preparation books and, according to the analyses, those who did use them did not benefit from them. Students who used these books described both helpful and harmful features of them. Special correspondence or class courses, practice on objective tests and other types of group instruction were rarely reported. Most of the students who made any special preparation thought it had not helped them much.

It is concluded that the official Bulletin of Information played an important role in preparing for the SSCQT, whereas students did not benefit from the published books as they were used.
THE RELATIONSHIP BETWEEN COLLEGE GRADES AND APTITUDE TEST SCORES FOR DIFFERENT SOCIOECONOMIC GROUPS
Authors: Schultz Douglas G.
Published: August 2014

The purpose of this research was to compare the relationship between college grades and aptitude test scores for students from families of high, middle, and low socioeconomic status. The subjects were approximately 1700 male students in seven colleges who took the Selective Service College Qualification Test (SSCQT) in May or June of 1951. A questionnaire, including items on income and occupation of family head, was sent to the subjects soon after they had taken the SSCQT. On the basis of responses to each of these items, three socioeconomic groups were formed. The regression of grades on SSCQT scores was determined for each of the three groups separately and the three regressions compared using an analysis of covariance technique. The same procedure was applied to the regressions of grades on scores from an aptitude test (SAT or ACE) administered before or soon after admission to college.

The differences among the regressions for the status groups with regard to standard errors of estimate, slopes, and intercepts were found not to be statistically significant (with one minor exception) and to be small and inconsistent. This was true even though there was some tendency for aptitude test scores alone to increase from low to high status levels. It is concluded that scholastic aptitude test scores predict grades equally well and neither overpredict nor underpredict for all socioeconomic classes among college students and this equivalence is not altered after a period of college attendance. These conclusions must be interpreted in light of the fact that among the subjects there was a very inadequate representation of the lowest socioeconomic levels.
VALIDATION OF NEW ITEM TYPES FOR THE SCHOLASTIC APTITUDE TEST OF THE COLLEGE ENTRANCE EXAMINATION BOARD
Authors: French John W.
Published: August 2014

The College Board is looking forward to the possibility of adding to the Scholastic Aptitude Test several scores in addition to the present Verbal and Mathematics scores. Towards this end, eleven newly developed or newly adapted tests were tried out in combinations of four at ten colleges. The intercorrelations and validities for these tests have been computed for the groups of students taking the more popular freshman courses, a total of 79 groups. A composite college table and a list of cases where the experimental test raised the prediction above that already provided by SAT have been set up to aid in decisions with regard to the tests. Some very satisfactory gains in the multiple correlation were obtained. Corrections for restriction of range and for attenuation are regarded as unnecessary but were carried out in a couple of cases for illustrative purposes.
THE STANDARD ERRORS OF VARIOUS TEST STATISTICS WHEN THE TEST ITEMS ARE SAMPLED*
Authors: Lord Frederic M.
Published: August 2014

Suppose that a large number of forms of the same test are administered to the same group of examinees, each form consisting of a random sample of items drawn from a common pool of items. If some test statistic is computed separately for each form of the test, the value obtained will (ignoring practice effect, fatigue, etc.) differ from form to form because of sampling fluctuations. The standard deviation of the values obtained represents, approximately, the standard error of the test statistic when the test items are sampled.

Formulas for such standard errors are here derived for a) the test score of a single examinee, b) the mean test score of a group of examinees, c) the standard deviation of the scores of the group, d) the Kuder‐Richardson reliability of the test, formula 20, e) the Kuder‐Richardson reliability, formula 21, f) the test validity. In large samples, the foregoing statistics (with the possible exception of d) are approximately normally distributed, so that significance tests can be made by familiar procedures.

Consideration is given to the relation of certain of the foregoing standard errors to the conventional standard error of measurement, to the Kuder‐Richardson reliability coefficients 20 and 21, and to the Wilks‐Votaw criterion for parallel tests. Practical applications of the results are briefly discussed. In particular, it is concluded that the Kuder‐Richardson formula‐21 reliability coefficient should properly be used in certain practical situations instead of the commonly preferred formula‐20 coefficient.
RELIABILITY AND VALIDITY OF AN INTERLINEAR TEST OF WRITING ABILITY1
Authors: Swineford Frances , Olsen Marjorie
Published: August 2014

During recent years the English Composition Test of the College Entrance Examination Board has included an “interlinear” test of writing ability. This test was designed to meet the demand of English teachers that the candidate be required to do some writing and at the same time that the test reach satisfactory levels of objectivity, reliability, and validity.

The interlinear test is a passage containing a number of errors and examples of awkward construction which the examinee is expected to detect and to correct on the test copy. A staff of thoroughly trained readers rate the corrections as acceptable, partially acceptable, or unacceptable in accordance with a set of detailed instructions.

Twenty‐four candidates' papers of the March, 1952, form were planographed, and each was read by about thirty‐four of the readers. Extremely high agreement between readers was found. The reliability of the reading, an indication of objectivity, is .95. The test reliability is .81, an acceptable figure for a thirty‐minute, forty‐five‐item test.

Studies of the validity of the interlinear test as a predictor of freshman English grades were carried out at eight College Board colleges, including more than 2400 freshman students. The average correlation of first‐term English grades with the interlinear section of the English Composition Test is .39. By comparison, the average validity of total scores on the English Composition Test is .41, and that of the Scholastic Aptitude Test Verbal score is .42. The small advantage of SAT‐Verbal over the total English score or the interlinear score is worthy of note, since SAT‐Verbal has typically shown a more substantial advantage over the English test in a large number of studies from 1926 to the present.
AN ANALYTIC METHOD FOR ROTATION TO ORTHOGONAL SIMPLE STRUCTURE
Authors: Saunders David R.
Published: August 2014

The objective of simple structure rotation is to facilitate the interpretation and use of factor analytic results. However, a given factor analysis may fall short of this goal for many reasons other than ineffective rotation, It is therefore desirable to have a means for obtaining and/or recognizing a reliably good approximate rotation to simple structure in a given situation, when this rotation is uniquely determined.

One basis is provided by identifying simple structure with the maximized kurtosis of the distribution of factor loadings, when each variable is tallied in both its normal and reflected form to eliminate the artifact of scoring. For orthogonal rotation this only requires maximization of the sum of fourth powers of all factor loadings, Q, where .

Differentiation shows that

image

must necessarily hold for each pair of factors, j and k. It is further shown that these functions vary sinusoidally with rotation in any plane, with period of ¼.

These facts are used to develop two convenient computational routines – for hand computing and for high‐speed electronic computing – and to demonstrate the convergence of these routines to a stable position.

The method is illustrated with two real and two hypothetical examples, and it is shown that the real data tend to yield a simple structure better than that obtainable when the same vectors are placed into random configurations. Certain difficulties of the method are discussed.
A FACTOR ANALYSIS OF SOME PERSONALITY ITEMS IN A DOMAIN OF SOCIAL IDENTIFICATION
Authors: Saunders David R.
Published: August 2014

Five oblique simple‐structure factors are isolated in an analysis of 30 personality inventory items. All but factor II are apparently new. All but factor I are probably validly related to judgments of “positive character integration (Cattell's G)” and/or “social responsibility (Gough's Re).” Factor I may be a moderator variable (RB‐53‐23) in the prediction equations.

Ten of the items studied do not load the factors. Eleven more items each load a single factor. Each of the remaining nine loads two adjacent factors. The factors are ranked into what appear to be the levels of maturity required for their expression.

By way of hypothesis, the factors have been given interpretive labels as follows:

Insight: recognition of human frailty in people.

Attitude toward work: recognition of a basic mission in life.

Social optimism: recognition that we work for one another's benefit.

Democratic attitude: concern for others as individuals.

Social idealism: recognition of certain rights of groups over individuals.
A FOLLOW‐UP STUDY OF NAVAL ACADEMY GRADUATES OF THE CLASS OF 1951
Authors: Ricciuti Henry N.
Published: August 2014

The primary purpose of this research was to study the relationships between undergraduate ratings of “aptitude‐for‐service” (or leadership potential“) at the Naval Academy, and shipboard officer performance subsequent to graduation. For 324 members of the class of 1951, officer performance measures (fitness report ratings) for shipboard assignments held during approximately the first year after graduation were correlated with the following measures of undergraduate performance: a) aptitude‐for‐service ratings for three cruises and two academic periods; b) class standings in selected courses, physical training and conduct; and c) ability test scores.

The post‐graduation fitness report measures showed consistently positive, although not particularly high correlations with undergraduate aptitude‐for‐service ratings. These correlations were somewhat higher (.22 to .33) for ratings made during the academic year than for ratings based on summer training cruises (.14 to .33). Also undergraduate ratings by midshipmen yielded generally higher correlations with the post‐graduation performance measures than did ratings by officers. The over‐all findings indicated that the aptitude‐for‐service ratings were superior to the other undergraduate measures as predictors of subsequent officer performance, and led to the conclusion that these ratings represent an evaluation of important correlates of future success as a Naval officer, as judged by fitness report estimates.

For a sub‐sample of 98 individuals, a study was made of the relationships between post‐graduation officer performance and several biographical or background factors, as well as several indices of the individual's manner of rating others at the Naval Academy. The principal finding of interest was a positive relationship (r = .28) between officer fitness report ratings and the age of the individual.

It is suggested that continued longitudinal studies be made in order to determine the long‐range value of the aptitude‐for‐service ratings and of the other Naval Academy performance measures in predicting officer success in various types of duty assignments.
A RATIONAL CURVE RELATING LENGTH OF REST PERIOD AND LENGTH OF SUBSEQUENT WORK PERIOD FOR AN ERGOGRAPHIC EXPERIMENT*
Authors: Tucker Ledyard B
Published: August 2014

A rational function is developed relating the length of a rest period and length of subsequent work period in an ergographic situation. Simple energistic postulates are used for a critical organ or neuromuscular structure whose failure to perform adequately results in a stoppage of the work period. Experimental results for two subjects using a finger ergograph indicate that the function yields the general trend of the data but that there seems to be some systematic deviations of the data from the present rational function. One parameter determined from the data represents rate of recovery from moderate fatigue. It is hoped that this development will aid in studies of motor functions as related to such other variables as age, motivation, and effects of drugs.
THE LAW OF COMPARATIVE JUDGEMENT IN THE SUCCESSIVE INTERVALS AND GRAPHIC RATING SCALE METHODS
Authors: Rimoldi H. J. A. , Hormaeche M.
Published: August 2014

In the present study the use of the law of comparative judgement is generalized to the successive intervals and graphic rating scale methods. A procedure for calculating the modal discriminal process and discriminal dispersion of the stimuli, as well as the values of any selected point on the continuum, is given.

From the estimated values it is possible to determine the theoretical proportions and to compare them with the actual experimental proportions. The agreement between these values is an indication of the adequacy of the assumptions made in the development of the procedures described.

The experimental results indicate that the procedure followed in this paper gives an accurate reproduction of the actual values.
RELATIONSHIPS AMONG SOME CONCEPTS AND RATINGS OF MILITARY LEADERSHIP
Authors: Saunders David R.
Published: August 2014

This report provides intercorrelation data about sixteen variously‐obtained concepts of military leadership. Each variable is in the form of a rank‐ordering of traits according to their importance for the particular concept of leadership. Six of the variables are derived from a factor analysis of concepts of an ideal enrollee held by applicants for a Service Academy. (The factor analysis is reported in detail.) Five variables were provided by groups of Academy staff members, who also gave their concepts of a superior enrollee. Two variables are based on item statistics from an experimental test given to an earlier group of applicants. The final three variables are based on Tupes analysis of OCS leadership criteria.

A very large proportion of the intercorrelations of the sixteen concepts are statistically significant. The pattern of correlations can be accounted for in terms of the six factors previously isolated, plus an additional factor or factors common to the Academy staff concepts and remaining variables.

Of particular interest is the finding of a correlation of .47 between the Factor IV concept and the concept constructed from the empirical key of the experimental test to predict leadership ratings. This relationship is relatively isolated in the correlation structure both from staff members' expressed concepts of the ideal enrollee, and from the applicant groups' preferred personality.

By scoring the experimental test using a key based on Factor IV, a raw validity of 0.23 is obtained for leadership ratings made at the end of the first year (N = 130). It is hypothesized that this could be raised to a practically useful level by lengthening the experimental test, by obtaining a more reliable estimate of the Factor IV concept, and by capitalizing on a lack of homoscedasticity in the data.
THE RELATIONSHIP BETWEEN GROUP EXPERIMENTAL LEVEL OF ASPIRATION MEASURES AND SELF‐ESTIMATES OF PERSONALITY1
Authors: Ricciuti Henry N. , Schultz Douglas G.
Published: August 2014

This research was concerned with the relationship between the individual's level of aspiration in regard to performance on cognitive tasks, and his reported self‐perceptions and desires with respect to various traits in his personality. Two group‐administrable level of aspiration tasks were used, one involving three trials on a general ability test, the other, eight trials on a code‐learning task. Subjects computed their scores after each trial, and then stated what score they would try to make on the following trial. The difference between each performance and the following aspiration, averaged over all trials, was the principal level of aspiration measure used.

A total of 144 male and 99 female college students took one or both level of aspiration tasks, as well as a Check List in which the individual is asked to describe himself as he is, and as he would like to be, on each of 81 heterogeneous personality and ability traits. A number of scores reflecting various self‐evaluative tendencies were obtained from the Check List responses.

Results indicated that the height of the individual's level of aspiration on the cognitive tasks was not related to his over‐all self‐criticalness, or dissatisfaction with self. However, high aspiration level tended to be associated somewhat with a relatively favorable self‐appraisal on a cluster of ability traits, and with the desire to attain a more favorable status even when present status is reported as already being very high. Individuals showing the two characteristics just mentioned tended not only to set high aspirations on the cognitive tasks, but also to adjust their aspirations from trial to trial with little regard to preceding upward or downward shifts in performance. The results suggest that several of the measures under study may reflect the intensity of the individual's desire to approximate the ideal self even when the present self‐image is highly favorable.

A comparison of responses to individual Check List traits given by high and low level of aspiration groups indicated that these groups may be differentiable in terms of psychologically meaningful trait clusters.
THE ADDITIVE CONSTANT PROBLEM IN MULTIDIMENSIONAL SCALING
Authors: Messick Samuel J. , Abelson Robert P.
Published: August 2014

The problem of choosing the correct additive constant to convert relative inter‐stimulus distances to absolute inter‐stimulus distances in multidimensional scaling is investigated. An artificial numerical example is constructed and various trial values of the constant are inserted to demonstrate the effect on the multidimensional map of making a variety of incorrect choices. Finally, a general solution to the problem, suggested by Dr. Ledyard Tucker, is presented, and each of the computational steps in this solution are set down for easy reference.
LEARNING MEASURES AS PREDICTORS OF SUCCESS IN TORPEDOMAN'S MATES SCHOOL*
Authors: Allison Roger B.
Published: August 2014

The purpose of this study was to develop a measure of learning ability that would predict success in Navy schools teaching mechanical‐motor skills. When combined with scores from the Navy Basic Test Battery, the learning measure was also expected to increase the predictive effectiveness obtainable from the Basic Battery alone.

Learning ability was assessed in terms of a cumulative rate‐of‐work score based upon five administrations of the Breech Block Performance Test. A sound film describing the assembly of the breech block of a 40 mm. antiaircraft gun preceded each administration of the performance test.

Participating in the study were 276 students in six consecutive classes at a Class “A” Torpedoman's Mates School. Separate analyses were provided for the students who came from recruit training stations and those who came from the fleet.

The results of the study showed that the learning measure could be used by itself to predict success in the school about as effectively as was possible with many of the tests from the Basic Battery. Furthermore, when the learning scores were combined with scores from the Basic Battery, substantial gains in predictive efficiency were obtained. For the recruit subjects, the multiple correlation of the Basic Battery tests with final grades was .54. When the learning measure was combined with the Basic Battery, the multiple correlation rose to .62. For the fleet subjects, the corresponding correlation increased from .31 to .35.

A second method for assessing learning ability was developed around a paper‐and‐pencil alternate for the assembly test. Although administered immediately after the performance test, this test nevertheless yielded significant correlations with the criteria. When the learning measures obtained from the paper‐and‐pencil test and the performance test were combined, their correlations with criterion measures were remarkably high, as compared with results obtained from the Basic Battery.

Further research with both media for assessing learning ability was recommended.
A METHOD OF SCORE CONVERSION THROUGH ITEM STATISTICS*
Authors: Swineford Frances , Fan Chung‐Teh
Published: August 2014

A method is presented for converting the scores on one form of a test to those on another form of the same test in case each form has been administered to a different group and the only link between the two forms is a subset of items common to both. The new method, called the “item method of conversion,” is applied to several tests for which other methods of conversion are available for comparison. The necessary data are limited to tests for which the total score is the criterion for item, analyses. The method gives highly satisfactory results for all the tests to which it has been applied, particularly when the two groups are rather different, in which case the currently used delta method is inappropriate.
A STUDY OF SPEED FACTORS IN TESTS AND ACADEMIC GRADES*
Authors: Lord Frederic M.
Published: August 2014

Speeded and unspeeded tests of vocabulary, spatial relations, and arithmetic reasoning were factorially analyzed, together with certain reference tests and academic grades. Lawley's maximum‐likelihood method was used, the computations being carried out on the Whirlwind electronic computer. Four different speed factors were isolated, together with a second‐order general speed factor. Consistent small positive correlations between the academic grades and the speed factors were found.
THE STABILITY OF EQUATED TEST SCORES1
Authors: Karon Bertram P.
Published: August 2014

The effects of sampling error were studied empirically with respect to four methods of equating scales of tests administered to non‐overlapping groups of subjects: 1. mean and sigma method, 2. equi‐percentile method, 3. maximum likelihood method using an “anchor” test, 4. standard reference group method using an “anchor” test. The methods were compared under both random and stratified sampling. Results showed that sampling error was 1) smaller for those methods which make use of an anchor test than for those which do not, 2) smaller for equated scores closer to the mean of the total population than for those further from the mean, 3) was not decreased by stratification by institution when the “anchor” test methods of equating were used.
ALTERNATE FORM FOR THE SIMULTANEOUS INTEGRAL EQUATIONS DEFINING THE SOLUTION OF THE MULTIPLE CLASSIFICATION PROBLEM
Authors: Lord Frederic M.
Published: August 2014

The previously given solution, in terms of integral equations, for a familiar multiple classification problem is rewritten so that the order of integration is the same in each multiple integral.
ANALYTIC ROTATION TO SIMPLE STRUCTURE, II: EXTENSION TO AN OBLIQUE SOLUTION
Authors: Pinzka C. , Saunders D. R.
Published: August 2014

RB‐53‐10 describes a method for fitting an orthogonal simple structure to a sample of vectors in k‐space. The method is based upon maximizing the function

image

where aij is a loading in the simple structure factor matrix.

This report extends the solution to the fitting of an oblique simple structure. Exactly k distinct oblique factors are obtained, and the contribution of each to K is at a relative maximum. The solution should be computationally feasible for moderately large values of k, given the resources of a digital computer like Illiac or the IBM 701.

A numerical example is included in which k = 2. A generalized computer routine for a single‐address, stored‐program machine is also included.
THE PERCEPTION OF ATTITUDE RELATIONSHIPS: A MULTIDIMENSIONAL SCALING APPROACH TO THE STRUCTURING OF SOCIAL ATTITUDES
Authors: Messick Samuel J.
Published: August 2014

The primary purpose of this study was to see whether a set of perceived attitude relationships could be adequately represented by a dimensional model. The particular attitude area selected for this purpose was composed of attitudes toward war, capital punishment, and the treatment of criminals. A multidimensional method of successive intervals based upon the Euclidean model of multidimensional psychophysics was developed. If this model satisfactorily accounted for perceived relationships among statements of the three attitudes, it would also be possible to discover the number and the nature of the relevant dimensions involved. A secondary purpose of the experiment was to investigate judgments made by two diverse groups in order to discover whether they perceive attitudes as being structured in different ways.

However, since the multidimensional method of successive intervals had not yet been applied even in the area of psychophysics, it was felt that an empirical evaluation of the method in an area of known dimensionality would be appropriate before any conclusions could be legitimately drawn concerning areas of unknown dimensionality. Accordingly, both multidimensional successive intervals and the previously validated method of complete triads were applied to judgments of color similarity obtained from 42 subjects. The stimuli were a set of Munsell colors of the same red hue, but differing in brightness and saturation. Both the multidimensional successive intervals and the complete triads structures, which were essentially identical, correlated highly with the Munsell color structure as an approximation to psychological color space. There were also indications of high reliability for the multidimensional successive intervals technique.

In view of its validation in an area of known dimensionality, multidimensional successive intervals was applied to judgments of attitude relationships. Seven statements were selected from each of the three Thurstone scales on attitude toward war, capital punishment, and the treatment of criminals, and these 21 statements were set up in booklet form for group presentation. The attitude booklets were administered to 40 third‐year, male students at the Princeton Theological Seminary and to 82 male Air Force officer candidates at Lackland Air Force Base.

The multidimensional attitude structures perceived by the two diverse groups were essentially identical, the relationships among statements of the three attitudes being adequately represented in terms of two oblique dimensions, a war dimension and a punishment dimension. Apparently individuals do perceive attitudes, at least in this particular attitude area, in terms of a definite structure, and when called upon to make judgments concerning attitude relationships, they respond in terms of this dimensional frame of reference.
A LEAST SQUARES SOLUTION FOR PAIRED COMPARISONS WITH INCOMPLETE DATA*,†
Authors: Gulliksen Harold
Published: August 2014

A precise and rapid procedure has been devised for dealing with a matrix of incomplete data in paired comparisons. This method should increase the general applicability of paired comparisons since experiments involving large numbers of stimuli may now be shortened to feasible experimental proportions. Also we may now use sets of stimuli which cover a wide range resulting in a considerable number of 100% vs. 0% judgments, and still give a precise solution depending equally on each of the observations.
MEASUREMENT OF SUBJECTIVE VALUES*,+
Authors: Gulliksen Harold
Published: August 2014

Four different value laws are developed and tested by using them to predict the scale value of composite stimuli from the scale values of their components. These four laws are an additive law, a square‐root law, a logarithmic and a negative exponential law. They are tried out on a set of food preferences by means of Pearson's method of false position.

The negative exponential law of diminishing returns gave the best fit to the data but was not markedly better than any of the other laws.
REDUCING TYPE‐2 SAMPLING ERRORS IN THE ESTIMATION OF TEST RELIABILITY
Authors: Lord Frederic M.
Published: August 2014

The formula and derivation are given for the sampling variance of the “random‐halves” reliability coefficient when items, rather than examinees, are sampled. When the number of test items is large, this sampling variance is found to be larger than the Kuder‐Richardson formula‐20 coefficient by a factor equal to the number of test items. The usual matched‐halves reliability coefficient will likewise usually have a large sampling variance, since it likewise is based on an arbitrary split of the test items. An adaptation of the Jackson‐Ferguson “battery reliability coefficient,” used as an estimate of the matched‐forms reliability of the test, avoids this relatively large sampling variance.
THE PREDICTION OF ACADEMIC GRADES WITH A PROJECTIVE TEST OF ACHIEVEMENT MOTIVATION: II. CROSS‐VALIDATION AT THE HIGH SCHOOL LEVEL1
Authors: Ricciuti Henry N. , Sadacca Robert , Mollenkopf William G.
Published: August 2014

This research was concerned with a cross‐validation of a “picture‐interpretation” test of achievement motivation as a predictor of high school grades. Eighteen pictures, which were selected on the basis of the results of a previous validation study, were incorporated into two nine‐picture forms of the test, and each form was administered to a new group of male high school juniors.

Validation of the test scores against academic grades, adjusted for differences in ability level, yielded small but encouraging correlations generally similar to those found in the previous study. Furthermore, an abbreviated score based upon two relatively broad scoring categories produced validities of approximately the same magnitude as those obtained with a more complicated empirically derived score, in which each picture was separately scored for a specific set of categories previously found to be most valid for that picture. For one test form total number of words written in the students' stories yielded correlations with grade achievement that were very nearly as high as those obtained with the test scores themselves.

In general, there was considerable cross‐validational shrinkage in the validities of the specific picture‐category “items” Included in the empirically derived total test score. Analyses at the picture level indicated that six of the pictures yielded the most stable and promising validities. At the same time, considerable variation in the validity of pictures with relatively similar content was also revealed.

The results are Interpreted as confirming the findings of the original validation study, indicating that the achievement‐motivation measures show promising relationships to high school grade achievement, adjusted for differences in ability. Although the results are not of very great immediate practical value, they are regarded as warranting continued research on the measurement of achievement motivation as a determinant of academic grade performance, and of other aspects of scholastic achievement or “success.”
PROBABILITIES OF MISCLASSIFICATION IN DISCRIMINATORY ANALYSIS
Authors: Johnson M. Clemens
Published: August 2014

The problem concerns the classification of an individual on the basis of a set of measurements into one of two populations assumed to have the multivariate normal form with the same dispersion matrix. Probabilities of misclassification predicted with the discriminant function under several problematic conditions are computed and factors associated with these probabilities are discussed. Predicted values are compared with those obtained empirically through cross‐validiation.
A GENERAL LEAST SQUARES SOLUTION FOR SUCCESSIVE INTERVALS
Authors: Diederich Gertrude W. , Messick Samuel J. , Tucker Ledyard R
Published: August 2014

A general least squares solution for successive intervals is presented, along with iterative procedures for obtaining stimulus scale values, discriminal dispersions, and category boundaries. Because provisions for weighting were incorporated into the derivation, the solution may be applied without loss of rigor to the typical experimental matrix of incomplete data, i.e., to a data matrix with missing entries., as well as to the rarely occurring matrix of complete data. The use of weights also permits adjustments for variations in the reliability of estimates obtained from the data. The computational steps involved in the solution are enumerated, the amount of labor required comparing favorably with other procedures. A quick, yet accurate, graphical approximation suggested by the least squares derivation is also described.
A PUNCHED CARD PROCEDURE FOR THE METHOD OF SUCCESSIVE INTERVALS*
Authors: Messick Samuel J. , Tucker Ledyard R , Garrison Harry W.
Published: August 2014

A punched card procedure for a general weighted least squares solution to successive intervals is described. Use of zero weights permits application of this procedure to cases of incomplete data. The procedure outlined suggests use of an IBM Type 101 statistical sorter for obtaining frequency counts. Conversion of frequencies to normal curve deviates and assignment of weights is accomplished on a gang punch. The main procedure is an iterative process with repetitive cycles of computation using a calculating punch, Type 602‐A, and a tabulator. A numerical example is given to illustrate the machine sequences. The example employs data collected by Saffir (8). The resulting scale values and discriminal dispersions are approximately linearly related to corresponding values found by Saffir (8) and Gulliksen (6).
USING AND INTERPRETING COLLEGE BOARD SCORES
Authors: Allison Roger B. , Helmstadter Gerald C.
Published: August 2014

This study was concerned with the problem of evaluating score‐interpretation material from the standpoint of the test user. A 53‐item objective test, covering the material presented in the booklet College Board Scores, and an experience check list were constructed and administered to 65 college admissions officers. The results of the study suggested a number of ways in which College Board Scores might be revised to be of greater help to the practitioner in interpreting test information.
OBJECTIVE DESCRIPTION AND CLASSIFICATION OF ENGINEERING JOBS, II: FACTOR ANALYSIS OF THE KEY GROUP DATA FORM
Authors: Saunders David R.
Published: August 2014

Factor analysis of the Key Group Data Form for engineers yields five factors, which represent clusters of engineering activities and are interpretively labelled as:

Employs basic scientific skills.

Applies developed technical information.

C Provides supportive technical services.

Prepares detailed plans for future use.

Employs various non‐technical skills.

Each of 23 engineering jobs studied may be described in terms of the relative importance these factors are judged to have in producing success. Other engineering jobs may be readily incorporated and described in these same terms.

The factorial results are able to explain many difficulties that were encountered in attempts to cross‐validate predictions of success made within certain “Functional Groups” of engineers, when the grouping was based on a less arduous analysis of the Key Group Data Form (1). The new results are judged to provide an improved basis for job description and classification.
PROCEDURES FOR OBTAINING SEPARATE SET AND CONTENT COMPONENTS OF A TEST SCORE1
Authors: Helmstadter Gerald C.
Published: August 2014

Cronbach has defined response set as “any tendency causing a person to give different responses to test items than he would when the same content is presented in different form.” The purpose of this study was to develop and compare different procedures for obtaining separate measures of set and content components of a test score.

Using two distinct models, several ways of obtaining such scores were developed. Each scoring system not producing results algebraically or linearly equivalent to another was then applied to the same data obtained in a situation in which a response set had occurred. Intercorrelations of all the measures were obtained and used for the comparison.

The median intercorrelations among content scores, among set scores and between content and set scores were found to be .82, .96, and .05 respectively. It was therefore concluded that separate measures of set and content could be obtained and that a simplified ratio procedure would produce adequate results for most situations.
AN EMPIRICAL STUDY OF THE STABILITY OF A GROUP MEAN IN RELATION TO THE DISTRIBUTION OF TEST ITEMS AMONG PUPILS
Authors: Johnson M. Clemens , Lord Frederic M.
Published: August 2014

Two alternative procedures of measuring group achievement under limited testing time are defined and empirically compared with respect to their efficiency in estimating a group mean and ranking a number of groups. The procedures are (A) administering the same set of items to each student in a group, and (B) administering a different set of items to each student in the group. Item scores on a college mathematics examination are employed in the comparisons.
SCORING A CONTROLLED‐ASSOCIATION TEST
Authors: Hills John R.
Published: August 2014

Six different scores from a controlled association test have been studied, using a large sample of experienced engineers as examinees, and using criteria of job success and job placement. The test asks subjects to write, in a limited time, as many synonyms as they can to eight common words. None of the six scores from this test appears to be related to job placement, but the five of them which are based on the number of common responses given seem to be related to job success. These five scores vary along a continuum of commonness of response words, from a very stringent definition of commonness to a definition which includes all responses given. Although most of the validity coefficients computed in this study are well below correlations of .20, it is estimated that by using a revised test format a validity approaching .20 could be obtained in a similar testing situation. Although not spectacularly high, in comparison with the other variables which were studied in the Engineering Graduate Placement Test Research study such a validity coefficient for ratings of success is promising. The most promising score on the Controlled Association Test is the one based on the most stringent definition of commonness. A score based on number of uncommon responses was not significantly related to the criteria.
SOME RELATIONS BETWEEN TEST SCORES AND ITEM STATISTICS WHEN SAMPLES ARE SYSTEMATICALLY VARIED
Authors: Swineford Frances
Published: August 2014

From a regular CEEB applicant group taking the Scholastic Aptitude Test, four special samples were drawn on the basis of SAT‐M, namely, a medium‐ability, heterogeneous sample, and high‐, medium‐, and low‐ability, homogeneous samples. Detailed comparisons of their score data are made. Although differences in rate of drop‐out are significant, they are much smaller than was anticipated. The relation between SAT‐M scaled scores and the item difficulty measure, delta, is such that a 100‐point shift in the former is accompanied by a 2‐point shift in the latter. The equating (or scaling) of delta presents no problems when the samples involved are similar in average ability. When there are marked differences, however, special problems arise, which can be overcome under certain conditions.
CONCURRENT VALIDATION OF ENGINEERING PLACEMENT TESTS AGAINST PLACEMENT CRITERIA FOR EXPERIENCED ENGINEERS
Authors: Saunders David R.
Published: August 2014

This report describes the development and initial validation of tests designed for use in placing engineers in appropriate functional types of work. The burden of the predictive effectiveness is borne by an interest test – the ITME Test – which measures the relative strength of interests in ideas, things, men, and economic matters. A test of inductive reasoning is also useful in more precisely placing those whose interests are like those of research or development engineers. Preliminary findings indicate the possibility of developing other useful measures, but these have not been further explored.

The best of the concurrent validities for placement criteria range from about .3 to .7, depending on the particular job for which the prediction is made. If these validities can be sustained in longitudinal cross‐validations, they will warrant a recommendation for operational use of these tests. Additionally, there are a number of indications of ways in which the original experimental forms of these tests, on which this report is based, may be appreciably improved.
THE CURETON‐TUKEY METHOD OF EQUATING TEST SCORES
Authors: Karon Bertram P. , Cliff Rosemary Hayes
Published: August 2014

Because of its less restrictive assumptions, the equi‐percentile method of equating is theoretically preferable to the mean‐and‐sigma method; unfortunately it involves more sampling error. The Cureton‐Tukey procedure for reducing this sampling error by mathematically “smoothing” the samples before equating by the equi‐percentile method is described, and empirically evaluated.

Although the Cureton‐Tukey procedure seems promising, none of the differences among the three methods being compared – the mean‐and‐sigma method, the equi‐percentile method, and the Cureton‐Tukey method reach statistical significance. It is therefore impossible to draw any definitive conclusions from the limited data employed in this study.
EVALUATING THE MULTIVARIATE NORMAL INTEGRAL OVER A RECTANGULAR REGION WHEN THE CORRELATION MATRIX HAS ONLY ONE COMMON FACTOR
Authors: Lord Frederic M.
Published: August 2014

The integral , where M is the normal n‐variate distribution, is reduced to a convenient form for evaluation by quadrature, in the special case where the correlation matrix has only one common factor.
NEEDS FOR ACHIEVEMENT, ASPIRATIONS, AND COLLEGE CRITERIA
Authors: Hills John R.
Published: August 2014

An eighteen picture Thematic Apperception type measure of need for achievement and a questionnaire measure of aspirations were given to entering law school students. The picture‐story test included three of the pictures used lay McClelland, three of Ricciuti and Sadacca's best pictures, and four sets of three pictures each selected to reflect needs for economic, social, academic, and professional achievement. The questionnaire was designed to reflect motivation in these same four areas. Criteria were available in three of these areas. Grades should reflect academic motivation. The number of social activities in which they engage might be expected to reflect social aspirations. Faculty ratings of professional promise were obtained to reflect professional ambitions.

The picture‐story scores from one picture to another did not agree at all well, even within the sets of three pictures all aimed at the same type of motivation. Neither did any of the scores based on picture‐story protocols correlate significantly with any of the criteria. This may be partly due to unreliability of scores derived from this type of test. The questionnaire scores were satisfactorily reliable and displayed several significant correlations with the criteria.
STATISTICAL INFERENCES ABOUT TRUE SCORES*
Authors: Lord Frederic M.
Published: August 2014

Formulas are derived for unbiased sample estimators of any raw or central moment of the frequency distribution of true scores. Explicit and relatively convenient computational formulas are written down for both raw and central moments up to and including the fourth order. Methods for fitting frequency curves to a set of estimated true‐score moments are briefly discussed.

A general method is developed for obtaining from each examinee's observed score a least‐squares estimate of his true score. Detailed computational formulas for making such estimates are given for the case where the regression of true score on observed score is assumed to be linear and for the case where this regression is assumed to be a third‐degree parabola. The method can be extended to the case where this regression may be approximated by a parabola of any specified degree.