bluuebunny/crossref_metadata_2025 huggingface dataset:
Why Doesn’t She Have a Child Support Order?: Personal Choice or Objective Constraint*
Authors: Huang Chien‐Chung , Pouncy Hillard
Published: September 2005

Abstract: Quantitative analyses were conducted in order to examine maternal characteristics connected to the establishment of a child support order and reasons why some mothers did not have an order. Based on single‐mother reports from the Current Population Survey during the 1994–1998 period, results indicated that approximately 36% of mothers eligible for child support did not have an order, and, for the majority of them, objective constraint such as establishing paternity played at least some role in not having an order. Findings suggest the need for interventions employing diverse approaches that are sensitive to racial and demographic patterns amongst single mothers in order to remove barriers connected to child support award.
INTERACTIVE EFFECTS OF CREATIVITY AND IQ ON NINTH‐GRADE ACHIEVEMENT
Authors: BOWERS JOHN
Published: September 2005

The interactive effects of IQ and creativity upon ninth‐grade achievement were examined, with special focus upon the IQ threshold concept of Torrance He hypothesized that achievement is predicted better by IQ than by creativity below the IQ threshold, while IQ validity decreases as creativity validity increases above the threshold. This implies an IQ X Creativity interactive effect on achievement. If an IQ threshold exists, regression weights for IQ X Creativity interactive predictors should be statistically significant when included in multiple regression equations. Three creativity factor scores were estimated and were each multiplied by IQ to define three moderated or interactive predictor variables. A slight though statistically significant increase in validity resulted by adding the moderated variables to IQ and the three factor scores in multiple regression equations. Thus, there was weak support for the existence of an IQ threshold, but the regression of achievement on creativity decreased rather than increased with higher IQ.
A SCALE FOR THE MEASUREMENT OF LATERAL DOMINANCE
Authors: DUSEWICZ RUSSELL A. , KERSHNER KEITH M.
Published: September 2005

A 36 item performance test which assesses the degree of lateral dominance in each of four individual modes is described.
EFFECTIVENESS OF HIGH SCHOOL GRADES FOR PREDICTING COLLEGE GRADES OF BLACK STUDENTS: A REVIEW AND DISCUSSION1
Authors: THOMAS CHARLES LEO , STANLEY JULIAN C.
Published: September 2005

The purpose of this study was to reexamine the value of high school grades (relative to standardized test scores) for predicting college grades of black students. Data from previous studies and from a predominantly black university were analyzed. Results tend to indicate that high school grades do not consistently make the greatest contribution in predicting college grades of black students, perhaps particularly of men, whereas they do for whites. Unreliability of grade reporting, invalidity of grades in high school, restriction in range due to selection processes, and intergroup differences in personality characteristics were advanced to explain this phenomenon. Further research on this problem was suggested in view of the fact that many selective institutions are relying heavily on high school grades in their selection of black students.
THE RELATION OF SCALE FINENESS TO GRADE ACCURACY
Authors: EBEL ROBERT L.
Published: September 2005

The use of broad categories in grading is likely to increase the relative amount of error present in the measures on which the grades are based. This is true regardless of the degree of inaccuracy of those measures. An example to illustrate this generalization and an explanation of its basis in psychometric theory are presented.
A MULTIPLE MODERATOR APPROACH TO THE IDENTIFICATION OF OVER‐ AND UNDERACHIEVERS1
Authors: FLAUGHER RONALD L. , ROCK DONALD A.
Published: September 2005

Reported is a study of over‐ and underachievement of college students, utilizing an iterative multiple moderator technique. The subjects were students at a large southwestern university, the predictors were high school rank and short forms of the Scholastic Aptitude Test, and the criterion was first year grade average. Selected background variables were the potential moderators. The overachievers were characterized as having average aptitude, yet coming from backgrounds where the father was highly educated; the underachievers were observed as having small town origins and high interest in extracurricular activities.
PREDICTING MULTIPLE CRITERIA OF CREATIVE ACHIEVEMENTS WITH MODERATOR VARIABLES1
Authors: ROCK DONALD A. , EVANS FRANKLIN R. , KLEIN STEPHEN P.
Published: September 2005

A moderated regression technique was applied to two samples, one of males and one of females, each of which had multiple predictor, moderator, and criterion information. One moderator was found that consistently identified a group of predictable individuals regardless of both sex and the three creative achievement criteria. This moderator was a modification of the Drews sociability scale and it indicated that those individuals who had little or no inclination towards social functions tended to be considerably more predictable than the remainder of the sample or when the group was taken as a whole. Within the low social groups, girls appeared to be somewhat more predictable than boys on two of the three creative achievement criteria, however the greatest discrepancy appeared in the writing criterion where the girls were substantially more predictable. Finally, the low sociability groups were characterized by greater predictive accuracy regardless of whether subgroup or overall prediction equations were used.
THE PREDICTION OF GRADES IN OCCUPATIONAL AND ACADEMIC CURRICULA IN 2‐YEAR COLLEGES
Authors: BAIRD LEONARD L.
Published: September 2005

Test scores and high school grades were correlated with end‐of‐second‐year college grades for 2,707 students in 12 curricular groups at 27 2‐year colleges. Optimally weighted combinations of the aptitude/achievement predictors were found to predict grades for occupational curricula with about the same accuracy as they predict grades in academic criteria. For women, however, the aptitude test scores correlated much less with grades in occupational curricula than with grades in academic curricula.
AN INSTRUMENT TO ASSESS STUDENT ATTITUDE TOWARD INSTRUCTION1
Authors: FINCH CURTIS R.
Published: September 2005

An instrument for the assessment of student attitude toward a specific period of instruction is described.
THE MARKOV CHAIN AS NULL HYPOTHESIS IN A DEVELOPMENT SURVEY1
Authors: LOHNES PAUL R. , GRIBBONS WARREN D.
Published: September 2005

Development criteria observed as time series on nominal variables pose a problem for research design. Markov chains are attractive in the first instance because they can handle such multivariate multinomial data sets, with results that are described and demonstrated on Career Development Study data. The power of the formal probability model is purchased at the expense of assumptions that may be unrealistic. It is argued and demonstrated that where the Markov chain theory for the data breaks down is precisely where the most interesting part of the message contained in the data resides. The Markov chain is shown to be a better null hypothesis against which to array the psychometric or other prediction model than is the usually employed random walk. A new prediction system that combines information from the Markov chain with the psychometric predictors is described and operated.
A COMPARISON OF THE RELIABILITY AND VALIDITY OF TWO METHODS FOR ASSESSING PARTIAL KNOWLEDGE ON A MULTIPLE‐CHOICE TEST
Authors: HAMBLETON RONALD K. , ROBERTS DENNIS M. , TRAUB ROSS E.
Published: September 2005

Differential weighting of response alternatives and confidence testing have been proposed as ways to assess partial knowledge on multiple‐choice tests. 211 students in an educational measurement course took their midterm examination under one of three procedures. Results from those students administered the test under conventional directions provided a baseline for comparing, in terms of reliability and validity, the results from students who took the test under the differential weighting of response alternatives or the confidence testing instructions. Reliability was estimated by the split‐half technique. Validity was estimated by correlating midterm test scores with scores on a final examination. This investigation provides some support for the contention that validity can be improved using more sophisticated testing techniques. Suggestions for the conduct of more definitive studies were offered.
PREDICTING GRADUATION WITHDRAWAL AND FAILURE IN COLLEGE BY MULTIPLE DISCRIMINANT ANALYSIS
Authors: KEENEN CHARLES B. , HOLMES JUNE E.
Published: September 2005

An illustration of using multiple discriminant analysis and nonintellective data in predicting graduation, withdrawal and failure in a college of liberal arts. The nonintellective factors are qualitative content categories derived from candidates' personal application statements. Procedures are described for comparing the effectiveness of the nonintellective data with that of intellective data in differentiating among the three criterion groups and on accuracy of predicted group membership.
TEST ITEM ARRANGEMENT, TESTING TIME, AND PERFORMANCE
Authors: MARSO RONALD N.
Published: September 2005

Two experiments were conducted to determine if a relationship exists between test item arrangements and student performance on power tests. The primary hypotheses were: item arrangements based upon item difficulty, similarity of content, or order of class presentation do not influence test score or required testing time. In the first experiment 122 subjects were randomly assigned to three item difficulty arrangements of 139 test items with a 0–100% difficulty range, and in the second experiment 156 subjects were randomly assigned to three item content arrangements of 103 items. Results of analyses of variance with test anxiety used as a classification factor supported the hypotheses.
A COMPARISON OF FIVE DIFFERENT SCORING FUNCTIONS FOR CONFIDENCE TESTS1
Authors: RIPPEY ROBERT M.
Published: September 2005

Several parts of the STEP Writing Test, Level 1, were administered to 14 different groups of from 19 to 52 high school students. In the testing situations, scores were computed using the following scoring functions: (a) probability assigned to the correct answer, (b) the logarithmic function, (c) the spherical function, (d) the Euclidean function, and (e) inferred choice. Reliabilities of the scores obtained by means of each scoring function were computed. Comparisons between the reliabilities showed that the simplest and most intuitive function, the probability assigned to the correct answer, produced the highest reliability in comparison with any of the other functions. The data suggest that in the absence of information about the scoring system, subjects assign their confidence in multiple‐choice responses on the basis of the intuitively simplest payoff model, and that reliability decreases as scoring functions generate item scores which are progressively discrepant from scores generated by the simplest model.
TEST LENGTH AND THE STANDARD ERROR OF MEASUREMENT
Authors: GARDNER P. L.
Published: September 2005

Lord (1959) has shown that the standard error of measurement of a test is, for all practical purposes, directly proportional to the square root of the number of items on the test. More specifically, Lord found empirically that the standard error of a test was equal to . if the reliability of the test was computed by the Kuder‐Richardson (KR) 20 formula. If the KR‐21 formula was used, the standard error was equal to .. The present paper sets out to show how these relationships may be derived from the defining formulas of reliability and standard error of measurement, if certain simple assumptions about values of test statistics are made.
MEASURING SUBSKILLS OF READING: INTERCORRELATIONS BETWEEN STANDARDIZED READING TESTS, TEACHERS’ RATINGS, AND READING SPECIALISTS’ RATINGS
Authors: FARR ROGER , ROELKE PATRICIA
Published: September 2005

The study examined the convergent and discriminant validity of three methods for assessing three subskills of reading: word analysis, vocabulary, and comprehension. These three subskills were measured by teachers’ ratings, specialists’ ratings, and standardized tests. Correlations of all three skills, each measured by the three different methods, were studied by the multi‐trait‐multimethod procedure. Although there was some support for convergent validity, the study revealed a total lack of discriminant validity for any of the three subskills of reading.
DEVELOPMENT AND EVALUATION OF A TEST OF INFORMATION STORAGE DURING READING1
Authors: CARVER RONALD P. , DARBY CHARLES A.
Published: September 2005

Previous research has suggested potential advantages for a new type of item for measuring comprehension in reading and listening. The test items are called “chunked” and consist of groups of meaningfully related words in which certain groups have been changed in meaning from the original passage. A chunked type of test, designed to indicate information stored during reading, was developed and analyzed in two studies. The results of Study 1, indicated that the constructed test items were successful in differentiating between readers and nonreaders of the newly composed reading passages. “Using the results of Study I, test items were revised and two forms of a test were produced, complete with standardized instructions. The major purpose of Study 2 was to evaluate the extent to which the revised and standardization test could discriminate between a group of individuals who took the test in its standard form and another group which was given the same amount of time to work on the test items but was not given the benefit of reading the passages. The major result in Study 2 was that individuals who had not read the passages experienced a 75% decrement in their performance on Form A of the Chunked Reading Test as compared to individuals who had read the passages, and for Form B, nonreaders experienced a 78% decrement. From these re‐ sults, it was concluded that the Chunked Reading Test is a valid test of information storage during reading in terms of its utility in measuring the differences in information stored between readers and nonreaders of passages, and that it offers many advantages over the traditional standardized reading tests.
THE SELF‐SCORING FLEXILEVEL TEST1
Authors: LORD FREDERIC M.
Published: September 2005

Modifications of administration and item arrangement of a conventional test can force a match between item difficulty levels and the ability level of the examinee. Although different examinees take different sets of items, the scoring method provides comparable scores for all. Furthermore, the test is self‐scoring. These advantages are obtained without some of the usual disadvantages of tailored testing.
THE PASS‐FAIL GRADING OPTION AT A STATE UNIVERSITY: A FIVE SEMESTER EVALUATION1
Authors: STALLINGS WILLIAM M. , SMOCK H. RICHARD
Published: September 2005

To evaluate the pass‐fail grading option, course and grade data were generated each semester. Faculty and student attitudinal data were obtained once. Because pass‐fail students were not identified to instructors, all students were given traditional A‐E grades. During administrative data processing, the A‐E grades of pass‐fail students were converted to pass or fail. In comparison with traditionally graded students in the same classes, pass‐fail students received lower grades on the average. The pass‐fail option proved to be popular. Students favored the pass‐fail option, although their reasons for electing the option were not necessarily in accord with the official rationale, to foster exploration. Perhaps because they perceived students as abusing the option, the small faculty sample had somewhat negative attitudes toward the pass‐fail system.
AN ANALYSIS OF FLUNKED‐OUT AND READMITTED STUDENTS1
Authors: SCHUSTER D. H.
Published: September 2005

This study utilized multiple regression analysis to develop equations to predict a committee's decision on whether to readmit flunked‐out college students and to develop a second equation to predict grade point average the first quarter after readmitting such students. Data for similar students for a second academic year provided a hold‐out group to cross‐validate the regression equations. The committee's decision to readmit students could be predicted fairly well (cross‐validity = .61) from the variables of setting realistic goals, math test score, number of quality points short of a passing average, and a self‐analysis of failure. The attempt to predict the grade point average the first quarter after readmission was much less successful (cross‐validity = .32). A different set of student factors seemed to be influential in accounting for a committee's decision to readmit a student and for the student's subsequent grade performance if admitted
THE EFFECT OF PRACTICE SESSIONS ON THE USE OF SEPARATE ANSWER SHEETS BY FIRST AND SECOND GRADERS
Authors: RAMSEYER GARY C. , CASHEN VALJEAN M.
Published: September 2005

The purpose of this study was to determine the effect of formal practice sessions on the ability of first and second graders to use separate answer sheets on the California Test of Mental Maturity. The Ss were all 79 pupils enrolled in these grades at one elementary school. Academically, these Ss were above average. Through the use of a counterbalanced design, the CTMM was administered twice to all Ss; once employing the usual answer marking format contained in the test booklet and once employing a separate answer sheet preceded by a formal practice session. Significant mean raw score differences between formats of 10.30 and 7.19 were obtained for Ss in grades one and two respectively in favor of the booklet format. Accuracy scores, which removed the effect of speed from raw score performances, were also analyzed and the results confirmed the superiority of the booklet format. It was concluded that even with prior practice sessions, above average pupils in grades one and two are unable to utilize separate answer sheets in an effective manner.
FURTHER RESULTS ON THE STANDARD ERRORS OF ESTIMATE ASSOCIATED WITH ITEM‐EXAMINEE SAMPLING PROCEDURES
Authors: SHOEMAKER DAVID M.
Published: September 2005

Defining one observation as the score received by one examinee on one item, the results of this investigation suggest that, for a given test length, item‐examinee sampling procedures having the same number of observation have, for all practical purposes, the same standard error in estimating μ but different standard errors in estimating σ. Additionally, the variance of the item difficulty indices (proportion answering the item correctly) was found to be a significant factor in accounting for differences in standard errors of estimating μ between normative distributions differing primarily in degree of skewness.
A SIMPLE METHOD OF CALCULATING THE COEFFICIENT OF CORRELATION
Authors: WOLFE JACK M.
Published: September 2005

Where two sets of measurements can each be grouped into below average, average and above average classifications with an equal number assigned to each of the below average and above average classifications, a 3 by 3 table can then be tabulated with frequency counts. The exact value of the product moment coefficient of correlation can then be calculated very simply by means of the formula, r= (DIFF)/2m, where DIFF is the difference between the sum of the corner numbers on the positive diagonal and the sum of the corner numbers on the negative diagonal, and m equals the number in each of the below average and above average classifications for each variable. The formula for r is applicable to negative as well as positive correlation.
VALIDITY OF THE SAT FOR BLACKS AND WHITES IN THIRTEEN INTEGRATED INSTITUTIONS
Authors: TEMP GEORGE
Published: September 2005

Differential prediction for black and white students was empirically investigated at 13 institutions by comparison of regression planes. Particular attention was given to the possibility that prediction procedures that are appropriate for white (majority) students would underpredict the performance of black (minority) students. The data tend to support, among others, the following generalizations: (a) a single regression plane cannot be used to predict freshman GPA for both blacks and whites in 10 of the 13 institutions studied; nevertheless, (b) if prediction of GPA from SAT scores is based upon prediction equations suitable for majority students, then black students, as a group, are predicted to do about as well as (or better than) they actually do; but (c) the multiple regression (SAT‐V, M) prediction for blacks in 12 of the 13 institutions was lower in magnitude than for whites and was nonsignificant in 6 of the situations studied.
THE PREDICTION OF GRADES FOR BLACK AND WHITE STUDENTS AT MICHIGAN STATE UNIVERSITY
Authors: KALLINGAL ANTHONY
Published: September 2005

The regression equations of sophomore year cumulative grade point averages on five ability and achievement test scores for blacks and whites at Michigan State University showed a significant difference. However, use of these separate regression equations would not be in favor of black students. The variance accounted for by the predictors was similar for both groups.
THE USE OF EXPERIMENTAL DESIGN IN EDUCATIONAL EVALUATION
Authors: STUFFLEBEAM DANIEL L.
Published: September 2005

Considerable controversy has existed concerning the utility of experimental design in educational evaluation. The polar positions are that experimental design has no utility in educational evaluation and that experimental design is the only valid evaluation strategy. This article examines these positions in terms of conceptualizations of evaluation according to the‘LCIPP Evaluation Model “and of experimental design according to the “true comparative experiment.” An alternative position including three main points is developed: (a) The methodology of educational evaluation includes much more than the methodology of experimental design; (b) Experimental design does have potential utility in the areas of input and product evaluation, but not within the areas of context and process evaluation; (c) The utility of experimental design can be increased by following a set of procedures that do not require the use of common criterion instruments and uniform decision rules for all students in an experiment; this allows judgment of a program in terms of the number of students for whom it was successful.
THE EFFECT OF DIFFERENTIAL OPTION WEIGHTING ON MULTIPLE‐CHOICE OBJECTIVE TESTS1
Authors: HENDRICKSON GERRY F.
Published: September 2005

The purpose of this study was to determine in what way Guttman weighting affected the internal consistency and intercorrelation of the suhtests of the Scholastic Aptitude Test. The tests were first scored with Guttman weights and then with conventional correction‐for‐guessing weights. The internal consistency of the tests increased markedly when Guttman weights were used. The correlation of the two verbal subtests increased somewhat when Guttman weights were used, but the correlation of the two mathematics subtests as well as the intercorrelation of all verbal and mathematics subtests decreased. Differences in the factor structure of the Guttman‐ and conventionally‐weighted subtests were used to explain the result.
A COMPARISON OF THE VALIDITIES OF CONVENTIONAL CHOICE TESTING AND VARIOUS CONFIDENCE MARKING PROCEDURES
Authors: KOEHLER ROGER A.
Published: September 2005

This study compared the convergent and discriminant validity of two confidence marking techniques with that of conventional choice testing. Achievement in vocabulary, social studies, and science (traits) was measured by a 60‐item test containing true‐false and 5‐alternative items (methods). The test was administered to three randomly assigned groups (one for each response system), totaling 535 Ss. The results indicated very slight differences in convergent and discriminant validity that favored conventional choice testing over confidence marking techniques.
THE EFFECTS OF MANIPULATED ITEM WRITING CONSTRAINTS ON THE HOMOGENEITY OF TEST ITEMS1
Authors: BAKER EVA L.
Published: September 2005

Described are the effects of four sets of instructions on the observed item inter‐ correlations of current events and subtraction items. The four conditions were: (a) general objective, (b) behavioral objective, (c) behavioral objective plus test item, and (d) behavioral objective plus item‐form. Two tests, one in each subject matter, constructed by selecting four items generated from each of the experimental conditions, were administered to 51 seventh grade children. Not found were the expected tendencies toward greater homogeneity among items produced under the three conditions employing behavioral objectives.
AN EVALUATION MODEL FOR MASTERY TESTING1
Authors: EMRICK JOHN A.
Published: September 2005

Noting the desirability of the current shift toward mastery testing and criterion‐referenced test procedures, an evaluation model is presented which should be useful and practical for such purposes. This model is based on the assumptions that the learning of fundamental skills can be considered all or none, that each item response on a single skill test represents an unbiased sample of the examinee's true mastery status, that measurement error occurring on the test (as estimated from the average interitem correlation) can be of only one type (α or β) for each examinee, and that through practical and theoretical considerations of evaluation error costs and item error characteristics, an optimal mastery criterion can be calculated. Each of these assumptions is discussed and the resultant mastery criteria algorithm is described along with an example from the IPI math program.
A SECOND LOOK AT ANALYSIS OF VARIANCE ON DICHOTOMOUS DATA
Authors: D'AGOSTINO RALPH B.
Published: September 2005

The work of Lunney (1970) concerning the appropriateness of analysis of variance (ANOVA) techniques on dichotomous data is discussed and extended. Relations between standard statistical techniques for analyzing dichotomous data and ANOVA procedures are indicated. The need for usefulness of analyzing transformed data as opposed to direct analysis of dichotomous data are discussed. Required statistical procedures employing transformed data are outlined.
SEEKING A MEASURE OF GENERAL EDUCATIONAL ADVANCEMENT: THE BENTEE1
Authors: PAGE ELLIS BATTEN
Published: September 2005

An urgent need is for some overall unit of educational benefit, and it is here proposed that such be established by certain scaling techniques. Groups of judges are asked to render overall evaluations on “students” of specified characteristics. Their evaluations are studied for correlation with the student traits, and the resultant coefficients, loaded with latent and applied values, become defensible weights to describe other students' overall educational advancement. The general unit so developed, when normalized for the target population, may be termed a “benefit T‐score”, or more simply “bentee”. Recursive features of the scaling process, applicable at different levels of generality, should provide for a shift from value‐space to test‐space, and from societal to expert opinion. Discovered weightings should illuminate differing values of lay and professional groups within society. And the bentee could provide an objective function suitable for optimizing in management‐science techniques, now largely neglected in curriculum and administration.
ITEM DIFFICULTY LEVEL AND SEQUENCE EFFECTS IN MULTIPLE‐CHOICE ACHIEVEMENT TESTS
Authors: HUCK SCHUYLER W. , BOWERS NORMAN D.
Published: September 2005

Certain testing authorities have implied that the proportion of examinees who answer an item correctly may be influenced by the difficulty of the immediately preceding item. If present, such a “sequence effect” would cause p (as an estimate of item difficulty level) to misrepresent an item's “true” level of difficulty. To investigate this hypothesis, a balanced Latin square design was used to rearrange examination items into various test forms. A unique analysis of variance procedure was used to analyze the resulting data. The alleged sequence effect was not found. Certain limitations preclude the generalization of this finding to all students or to all testing situations. However, the evidence provided by this investigation does suggest that comments relating to sequence effects should be qualified as compared with presently appearing statements.
PREDICTION OF WITHIN‐SCHOOL SYSTEM VARIANCE IN TEST SCORES FROM WITHIN‐COMMUNITY VARIANCE IN SOCIOECONOMIC STATUS 1
Authors: HOGAN THOMAS P.
Published: September 2005

Prediction of school systems' scores on cognitive tests from average socioeconomic indices for communities has proved very helpful for several applications. It would also be useful to be able to predict within‐school system variance in test scores from within‐community variance in socioeconomic status. The present study examined correlations between standard deviations of test scores and an index of within‐community variability in income. These correlations were of borderline significance. It was noted that correlations among test standard deviations themselves were quite low, suggesting that within‐school system variance is a characteristic of less generality than school systems' median performance in different test areas.
PREDICTION OF GRADE POINT AVERAGES IN NURSING SCHOOLS USING SECOND‐ORDER MULTIPLE REGRESSION MODELS
Authors: REED CHERYL L. , FELDHUSEN JOHN F. , VAN MONDFRANS ADRIAN P.
Published: September 2005

The present study was concerned with the prediction of first year grade point averages of associate degree nursing students. The primary objective of this investigation was to determine whether the inclusion of quadratic and/or interaction terms in a regression model would improve the prediction of student nurses’ grade averages. The predictor battery included cognitive, biographical, and personality variables. Results indicated that interaction and quadratic terms improve both the predictability of grade point averages and the replicability of these predictions. The inclusion of higher order terms in prediction research is suggested as a means of improving predictive efficiency.
TOWARD A THEORY OF COMPUTER ESSAY GRADING
Authors: SLOTNICK HENRY B.
Published: September 2005

A principal components analysis was conducted to determine whether the measures of essays made by the computer could be grouped into factors. Six factors (fluency, spelling, diction, sentence structure, punctuation, and paragraphing) were identified. Factor scores were computed for the original essays, and two sets of papers were identified for each factor: papers with high scores and papers with low scores. The selected papers had average scores for all other factors. The high and low papers were then compared to determine what attributes of interest to humans were being reflected by the factors. The attributes found were: quantity of thought, spelling, range of vocabulary and word choice, structure of sentences, emphasis through subordination, and paragraph organization.
COGNITIVE, MOTIVATIONAL AND TEMPERAMENTAL INDICANTS OF CREATIVITY AND INTELLIGENCE1
Authors: ROSSMAN B. B. , HORN J. L.
Published: September 2005

Relationships between measures of creativity and measures of intelligence were analysed to show that even when the intercorrelations among the former are not appreciably larger than correlations between creativity and intelligence measures, dimensions of creativity are found to be psychometrically and conceptually distinct from dimensions of intelligence.

One hundred eighty‐eight art and engineering college students were administered objective tests and questionnaires designed to tap a number of ability and nonability indicants of creativity and intelligence. Some of these measures were of a kind that some investigators would regard as “criterion” measures of creativity and intelligence. Data were analysed by means of correlational and factor analytic procedures. Eight major influences were indicated by independent factors rotated to approximate simple structure. The influences represented by these factors were identified as: fluid intelligence, crystallized intelligence, memory, fluency, rule‐orientation versus intuitive thinking, and self‐sufficient‐calculated‐risk‐taking. The fourth, seventh, and eighth factors were discussed as representing distinct cognitive, motivational, and temperamental aspects of creativity. At the level of test intercorrelations discriminant validity did not obtain–measures of creativity did not intercorrelate more highly among themselves than they correlated with measures of intelligence. The putative factors of creativity did correlate more highly with creativity criteria, however, than did the factors identified as representing intelligence. Moreover, the intelligence factors were more highly related to intelligence criteria than to creativity criteria.

Thus the evidence of this study suggests that it is useful to think of creativity and intelligence as the outgrowths of distinct (although overlapping) sets of influences, even when this is not well indicated by discriminant‐convergent validation analyses carried out with respect to tests (in contrast to factors).
THE EFFECTS OF INSTRUCTION AND PRACTICE IN CONTENT‐INDEPENDENT TEST‐TAKING TECHNIQUES UPON THE STANDARDIZED READING TEST SCORES OF SELECTED SECOND‐GRADE STUDENTS
Authors: CALLENBACH CARL
Published: September 2005

Twenty‐four relatively test‐naive second‐grade students received eight 30‐minute periods of deliberate instruction and practice in content‐independent standardized test‐taking techniques over a four‐week period. Immediate and delayed effects of treatment were assessed through an analysis of improvement in standardized reading test scores as measured by the difference between experimental and control groups in the Stanford Reading Test. The results showed that students who received instruction and practice in test‐taking techniques achieved significantly higher scores on both the immediate posttest administered the week following treatment and the delayed posttest administered four months after treatment. Mean differences were about a quarter of a standard deviation.
METHODS OF REORDERING THE CORRELATION MATRIX TO FACILITATE VISUAL INSPECTION AND PRELIMINARY CLUSTER ANALYSIS
Authors: HUNTER JOHN EDWARD
Published: September 2005

Using the notion of parallel items this paper presents a family of new criteria for cluster analysis. Instead of looking at the item correlation matrix one could look at a matrix of similarity coefficients. These coefficients are standardized raw dot products of columns in the correlation matrix or related numbers. After discussing the properties of this matrix the discussion will move to a classic example of a factor analytic problem in personality assessment, an item pool concerned with Fromm's marketing orientation, and a brief discussion of problems outside of cluster analysis will conclude the paper.
PRIORITIES OF TEST PUBLISHERS
Authors: HOEPFNER RALPH , DOHERTY WILLIAM J.
Published: September 2005

The profiles of seven major publishers of elementary‐level tests were prepared from systematic ratings of the qualities of their tests. Meaningful rating differences among the publishers’ priorities were found and three types of publishers could be identified and described.
ITEM‐RACE INTERACTION ON A TEST OF SCHOLASTIC APTITUDE1
Authors: ANGOFF WILLIAM H. , FORD SUSAN F.
Published: September 2005

Several samples of black and white students were drawn from the 1970 PSAT administration in Georgia and studied for item x race interaction on both the verbal and mathematical sections of the test. When subsamples of candidates were drawn from their respective racial groups, matched on mathematical for the study of verbal items and matched on verbal for the study of mathematical items, there was an observable decrease in the size of the item x race interaction, suggesting that one factor contributing to that interaction was simply the difference in performance levels on the test shown by the two races. Further analyses demonstrated a moderate item x group interaction for blacks native to different cities and a moderate item x group interaction for blacks native to areas of different population density.
ABILITY FACTORS AS A FUNCTION OF ADVANTAGED AND DISADVANTAGED GROUPS
Authors: HUMPHREYS LLOYD G. , TABER THOMAS
Published: September 2005

Preliminary factor analyses of predictor tests in advantaged and disadvantaged groups is recommended as a way of forming a priori expectations concerning validities of the predictors to guide both use and research. Factor analyses of Project Talent ability measures are reported for groups defined by top and bottom quartile placement in intelligence and socio‐economic status. There are no important differences in results associated with differences in socio‐economic status, but there are fairly numerous differences in loadings for individual measures in groups defined by level of intelligence. Most of these differences can be explained by the characteristics of the scales of measurement. For a small number of measures, however, there is evidence for differences in loadings as a function of the intellectual level of the subjects per se. These latter measures would be expected to have differential validities for similarly selected intelligence groups, but not for socio‐economic groups.
TOWARD AN INTEGRATION OF THEORY AND METHOD FOR CRITERION‐REFERENCED TESTS1,2
Authors: HAMBLETON RONALD K. , NOVICK MELVIN R.
Published: September 2005

In this paper, an attempt has been made to synthesize some of the current thinking in the area of criterion‐referenced testing as well as to provide the beginning of an integration of theory and method for such testing. Since criterion‐referenced testing is viewed from a decision‐theoretic point of view, approaches to reliability and validity estimation consistent with this philosophy are suggested. Also, to improve the decision‐making accuracy of criterion‐referenced tests, a Bayesian procedure for estimating true mastery scores has been proposed. This Bayesian procedure uses information about other members of a student's group (collateral information), but the resulting estimation is still criterion referenced rather than norm referenced in that the student is compared to a standard rather than to other students. In theory, the Bayesian procedure increases the “effective length” of the test by improving the reliability, the validity, and more importantly, the decision‐making accuracy of the criterion‐referenced test scores.
POSTDICTION STUDY OF THE GRADUATE RECORD EXAMINATION AND EIGHT SEMESTERS OF COLLEGE GRADES1
Authors: HUMPHREYS LLOYD G. , TABER THOMAS
Published: September 2005

Data from a postdictive study of the tests of the Graduate Record Examination and the eight semesters of undergraduate grade averages, each semester's average being computed independently of the rest, are presented. Postdictive validities of the aptitude portions of the GRE are essentially similar to predictive validities obtained earlier by the senior author. Both predictive and postdictive validity gradients over the eight semesters are relatively steep, with freshman grades having the highest correlations with the tests.

The validity gradient for all advanced tests combined does not follow the pattern for the aptitude tests, but neither does it show the opposite gradient. Advanced test results are most highly correlated with sophomore grades, but the validity gradient over the eight semesters is relatively flat. A small scale extension of this research into post baccalaureate training indicated that senior grades were most predictive of graduate criteria, but a larger scale study is clearly called for. Possible implications for ability theory and for selection of graduate students are discussed.
THE EFFECTS OF INSTRUCTION FOR THREE MATHEMATICS ITEM FORMATS1
Authors: EVANS FRANKLIN R. , PIKE LEWIS W.
Published: September 2005

Different instructional programs were developed for three mathematics aptitude item formats to determine the relative susceptibility of each to special instruction. Subjects were male and female high school junior volunteers in 12 schools. In the seven weeks between a pre‐ and posttest, experimental Ss received 21 hours of instruction for one of the three formats; control Ss received no special instrucion.

Each of the three formats was found susceptible to instruction directed toward it. The complex formats were most susceptible. Female Ss were slightly less able mathematically at the outset and benefited less from instruction than males. Mean gains of nearly a full standard deviation for groups instructed for the complex formats were considered to be of practical consequence.
SELF‐RATINGS OF COLLEGE TEACHERS: A COMPARISON WITH STUDENT RATINGS
Authors: CENTRA JOHN A.
Published: September 2005

College teachers’ self‐ratings were investigated in this study by comparing them to ratings given by students. The sample consisted of 343 teaching faculty from five colleges; these teachers, as well as the students in one of their classes, responded to a 21‐item instructional report questionnaire. Teacher self‐ratings had only a modest relationship with the ratings given by students (a median correlation of .21 for the items). In addition to the general lack of agreement between self and student evaluations, there was also a tendency for teachers as a group to give themselves better ratings than their students did.

Discrepancies between individual teacher ratings and ratings given by the class were further analyzed for: (a) sex of the teacher (no difference found); (b) number of years of teaching experience (no difference); and (c) subject area of the course (differences noted for natural science courses vs. those in education and applied areas).
MULTIPLE CHOICE VERSUS TRUE‐FALSE: A COMPARISON OF RELIABILITIES AND CONCURRENT VALIDITIES
Authors: FRISBIE DAVID A.
Published: September 2005

The purpose of this study was to compare the reliabilities of true‐false (TF) and multiple choice (MC) tests and to determine the concurrent validities of both. Two methods, judgmental and discrimination, were devised for objectively converting MC items to TF form. The TF items generated by the two methods from 70‐item MC natural science and social studies tests were incorporated in eight final forms which were differentiated by subject matter, conversion method, and item form order. A sample of 1018 nonurban high school students each responded to one of the eight forms. Examinees tried three TF items for every pair of MC items attempted. The TF tests were significantly less reliable than the MC tests but did tend to measure the same thing as the corresponding MC tests.
THE RELATIONSHIP BETWEEN NUMBER OF RESPONSE CATEGORIES AND RELIABILITY OF LIKERT‐TYPE QUESTIONNAIRES1
Authors: MASTERS ES R.
Published: September 2005

The purpose of the study was to investigate the relationship between number of response categories employed and internal‐consistency reliability of Likert‐type questionnaires. Two questionnaires, each composed of items with high loadings on one factor, were scaled with 2, 3, 4, 5, 6, and 7 categories. The questionnaires were administered to graduate students in education and coefficient alpha reliabilities were computed both for random samples of items and for each total questionnaire. The results indicated that in situations where low total score variability is achieved with a small number of categories, reliability can be increased through increasing the number of categories employed, in situations where pinion is widely divided toward the content being measured, reliability appeared to be independent of the number of response categories.
A NOTE ON TERMINOLOGY AND NOTATION IN MATRIX SAMPLING
Authors: SHOEMAKER DAVID M. , KNAPP THOMAS R.
Published: September 2005

The proliferation of terminology in matrix sampling is beginning to cause some minor problems. Presented herein is one set of terms and notation which hopefully will facilitate communication among individuals engaged in all aspects of matrix sampling.
AN EXAMINATION OF THE CONTEXT EFFECT IN ITEM SAMPLING
Authors: FELDT LEONARD S. , FORSYTH ROBERT A.
Published: September 2005

Item sampling and/or multiple matrix sampling techniques have been recommended for a variety of purposes. For some of these purposes, it must be assumed that examinee performance on a set of items is unaffected by the conditions under which the items are taken (i.e., no context effect exists). In this paper factors that may lead to a context effect among high school students are discussed. The net effect of such factors on examinee scores for an English test and a mathematics test is investigated empirically. For the English test there was little support for the existence of a context effect, However, a definite context effect was found for the mathematics test.
OVERCONFIDENCE ON PROBABILISTIC TESTS
Authors: KOEHLER ROGER A.
Published: September 2005

A potentially valuable measure of overconfidence on confidence response multiple‐choice tests was evaluated. The measure of overconfidence was based on probabilistic responses to seven nonsense items embedded in a 33 item vocabulary test. The test was administered under both confidence response and conventional choice response directions to 208 undergraduate educational psychology students. Measures of vocabulary knowledge based on confidence and choice responses, overconfidence, and risk‐taking propensity were obtained. The results indicated that overconfidence was significantly related in a negative direction to confidence response vocabulary scores and essentially unrelated to choice response vocabulary scores. A moderate correlation was found between overconfidence and risk‐taking propensity. However, the scatter plot for these measures showed that this relationship may have been spurious.
THE EFFECTIVENESS OF ILLUSTRATED ITEMS
Authors: WASHINGTON WILLIAM N. , GODFREY R. RICHARD
Published: September 2005

Two problems in test development relate to the use of illustrations: (1) Do illustrated items perform better than written items, and (2) Does item performance vary as a function of the type and size of the illustration? A sample of 63 tests was drawn from all the Air Force Specialty Knowledge Tests containing illustrations. These 63 tests had been administered to approximately 28,261 airmen under operational conditions. Item statistics between illustrated and written items drawn from the same content areas were compared using F ratios. The results indicated: (1) That illustrated items in general performed slightly better than matched written items; (2) That the best‐performing category of illustrated items was tables.
THE ISSUE OF ITEM AND TEST VARIANCE FOR CRITERION‐REFERENCED TESTS: A REPLY
Authors: WOODSON M. I. CHAS. E.
Published: September 2005

It is a necessary condition that items and tests have variance and discrimination in the range of interest (population of observations) for which they are calibrated and selected. The basis for selection of the calibration sample determines the kind of scale which will be developed, A random sample from a population of individuals leads to a norm‐referenced scale, and a sample representative of abilities of a range of a characteristic leads to a criterion‐referenced scale.
LONGITUDINAL STUDIES OF TEST‐WISENESS
Authors: CREHAN KEVIN D. , KOEHLER ROGER A. , SLAKTER MALCOLM J.
Published: September 2005

Longitudinal studies were conducted to examine test‐wiseness (tw) with respect to (a) grade differences, (b) grade by sex interaction, and (c) stability. Included in the tw measure were stem‐option, absurd‐options, similar‐options, and specific‐determiners. Ss were students in grades 5 through 11; 539 Ss were observed twice with a 2 year interval between observations.

Results indicated (a) significant increases on tw in four of five cases, (b) no sex by grade interaction, and (c) tw as a stable characteristic over the grade levels studied.