bluuebunny/crossref_metadata_2025_split huggingface dataset:
VALIDATION OF THE DESCRIPTIVE TESTS OF MATHEMATICS SKILLS
Authors: Bridgeman Brent , Kline Roberta G. 
Published: August 2014

ABSTRACTA variety of techniques were used to assess the validity of the Descriptive Tests of Mathematics Skills.(DTMS) for making placement decisions. DTMS tests were administered in 36 institutions that represented a broad spectrum of two‐year and four‐year colleges. A pre‐post design was used in seven institutions, with a pretest only in the other colleges.Results indicated that the DTMS tests were:(1) sensitive to gains from instruction in a single semester;(2) highly correlated with course grades obtained concurrently;(3) predictive of end of course grades when the DTMS tests were administered at the beginning of the course;(4) a better predictor of course grades than SAT‐Mathematical scores for remedial courses;(5) related to course difficulty as perceived by students;(6) capable of demonstrating a trait‐treatment interaction in a precalculus‐calculus sequence; and(7) related to the content of mathematics courses as judged by mathematics faculty members.
AN EMPIRICAL COMPARISON OF JUDGMENTAL APPROACHES TO STANDARD SETTING PROCEDURES
Authors: Rock D. A. , Davis E. L. , Werts C. 
Published: August 2014

ABSTRACTAn experiment was designed that varied cutting score procedures, instructions, and types of judges in order to address the following questions: (1) Will the cutting score levels produced by groups of judges from differing backgrounds using the same method and instructions be different? (2) Will the agreement between item rating profiles vary across these different groups of judges? (3) Does either agreement across items and/or levels vary systematically by instruction or method?It was found that three out of four groups of judges arrived at significantly higher cutting score levels using the Angoff method than when using the Nedelsky procedure. The Angoff procedure was more effective in setting standards that distinguished the minimally qualified practitioner from the individual with average qualifications. Although the Angoff method demonstrated somewhat higher interjudge agreement with respect to the patterns of item responses the average correlation between item profiles was generally low for both procedures.
DIFFERENCES IN ITEM PERFORMANCE ACROSS GROUPS
Authors: Sinnott Loraine T. 
Published: August 2014

ABSTRACTAn analysis of the Graduate Management Admission Test was undertaken to isolate factors that make some items unexpectedly easy or difficult for minority candidates relative to the majority candidate, a young male Caucasian of U. S. citizenship. Minority groups were selected within the following dimensions: sex, ethnic background or race, age, and language fluency. Fourteen pairwise group comparisons were completed and all sections of a current test form analyzed. The group comparisons were of item difficulty. An iterative technique was adopted to determine a line of best fit for plots of difficulty for one group against difficulty for another. Empirical criteria were established for identifying outlying items as unexpectedly easy or difficult. In addition to describing the study and its results, the research report includes a discussion of how the methodology may be extended to the simultaneous comparison of any number of groups and an analysis of the sampling error in calculations of item difficulty.
INTERPERSONAL COMPETENCE INSTRUMENT: DEVELOPMENT AND PRELIMINARY FINDINGS
Authors: Stricker Lawrence J. 
Published: August 2014

ABSTRACTA prototype measure of interpersonal competence–effectiveness in dealing with other people–was developed, the Interpersonal Competence Instrument (ICI). The ICI is based on the videotape presentation of scenes of subordinates talking to a supervisor in a business setting. The examinee takes the role of the supervisor, and his or her tape‐recorded replies are assessed for effectiveness and originality, and his or her written judgments are evaluated for accuracy. The ICI was administered in a pilot study with a battery of background measures and other instruments, including tests of accuracy in social perception and verbal ability. The three scores for the ICI were reliable, both in terms of interrater agreement and internal consistency; the effectiveness and originality scores for replies were only moderately correlated with the accuracy scores for judgments, but the two replies scores were highly intercorrelated, perhaps too much so to justify using both; and the correlations of the scores with the other variables generally supported the ICI's construct validity, but raised the possibility of confounding with general ability.
THE RELATIONSHIP BETWEEN SCORES ON THE GRADUATE MANAGEMENT ADMISSION TEST AND THE TEST OF ENGLISH AS A FOREIGN LANGUAGE
Authors: Powers Donald E. 
Published: August 2014

ABSTRACTIn addition to scores on the Graduate Management Admission Test (GMAT), which are required of applicants to a substantial number of graduate management schools, foreign candidates may also be required to submit scores on the Test of English as a Foreign Language (TOEFL) as an Indication of English language proficiency.The present study provides an analysis of the relationships among TOEFL and GMAT total scores and subscores for a large sample of foreign GMAT candidates. The results suggest that the apparent “discrepancies” between TOEFL scores and GMAT verbal scores are, because of differences in score scales, norming populations, intended purposes, and levels of difficulty, to be expected. The relationships (and “discrepancies”) between TOEFL and GMAT scores are relatively similar for candidates from several countries.
ASSESSING CLINICAL SKILLS IN LEGAL EDUCATION: SIMULATION EXERCISES IN CLIENT INTERVIEWING
Authors: Alderman Donald L. , Evans Franklin R. , Wilder Gita 
Published: August 2014

ABSTRACTFour different groups of respondents completed a set of simulation exercises intended to reflect lawyering skills involved in client interviews. The written simulation exercises began with a brief description of a practical situation and required a series of interdependent steps be taken toward resolution of a specific problem in client interviewing. The four response groups were: undergraduate prelaw students; law students without any direct client experience; law students completing programs of clinical legal education; and law professors and attorneys. Scores on the simulation exercises showed successive, significant increases across response groups which were independent of academic preparation and ability. These results suggest both the appropriateness of simulation exercises as measures of clinical skills in legal education and the effectiveness of clinical programs in promoting the development of such skills within law schools.
SCHOOL, OCCUPATION, CULTURE, AND FAMILY: THE IMPACT OF PARENTAL SCHOOLING ON THE PARENT‐CHILD RELATIONSHIP
Authors: Laosa Luis M. 
Published: August 2014

ABSTRACTIn contrast to the amount of attention and research devoted to the impact of schooling onindividuals, relatively little research has been directed to answering questions about the effects of schooling onfamily interaction.Based on the available evidence, the author proffers a two‐fold general hypothesis: (a) Among the enduring effects of schooling on the individual are certain behavioral dispositions that determine how he or she will behave as a parent, e.g., how the person will interact with his or her children. (b) In turn, parental behavior will have important consequences for the child's development of specific cognitive skills, learning strategies, and personality characteristics. The primary focus in the article is a conceptual and empirical examination of the impact of schooling on the parent‐child relationship. In the course of a series of studies, attempts are made to determine whether parental schooling, parental occupational status, and maternal employment each have a distinct pattern of influences on educationally related aspects of the parent‐child relationship. The inquiry is conducted in the context of issues regarding ethnic diversity, individual variability within ethnic groups, and educational and occupational equity, giving particular attention to Chicano families. The findings regarding linkages between parental schooling and the parent‐child relationship suggest plausible explanations of the frequent scholastic failure observed among the members of certain ethnic minorities in the United States. Therefore, as a secondary focus, a broad theoretical model is presented that causally links parental schooling, family interaction processes, and children's scholastic performance.
SECTION PRE‐EQUATING THE GRADUATE RECORD EXAMINATIONS
Authors: Holland Paul W. , Thayer Dorothy T. 
Published: August 2014

ABSTRACTData from the June 1980 administration of the GRE were used (a) to pre‐equate complete, operational quality V, Q, and A sections of the GRE using one‐variable‐section, linear, section pre‐equating (SPE), and (b) to check the adequacy of the results by comparing them to equatings derived by the random‐halves method. The results are mixed. The V scores were satisfactorily equated using SPE. The Q scores were satisfactorily equated for one set, but the results for a second set were unsatisfactory. As expected, the strong practice affects for the A sections caused poor SPE results for the A sections.
SAT SCORES AND ACADEMIC PERFORMANCE IN HIGH SCHOOL
Authors: Stricker Lawrence J. 
Published: August 2014

ABSTRACTThe aim of this study was to appraise whether different forms of the SAT used since the mid 1970s varied in their correlations with academic performance criteria in the same cohort of examinees. A 1975 form and a 1985 form were administered to equivalent samples of high school juniors, and self‐reported grade‐point average and high school rank were obtained. The SAT Verbal and Mathematical scores generally had similar correlations with the grade criteria in the two samples, but the Verbal score had a significantly higher correlation with school rank in the 1985 sample. The principal conclusion is that the 1975 form of the SAT does not have greater validity than the 1985 form in assessing academic performance, at least at the high school level. This outcome offers no support for the hypothesis that the decline in the SAT's ability to predict college grades since the mid 1970s, observed in recent research, is attributable to changes in the test.
PUERTO RICO AND U.S. MAINLAND SCHOOLS: EFFECTS OF MIGRATION AND LINGUISTIC SEGREGATION ON CHILDREN'S ENGLISH‐LANGUAGE DEVELOPMENT
Authors: Laosa Luis M. 
Published: August 2014

ABSTRACTUsing a longitudinal research design with multiple migration waves and grade cohorts, this study examined the effects of migration and of school segregation by native language on the English‐language development of Spanish‐speaking students. Participants were 231 normal children who arrived from Puerto Rico in 67 U.S. mainland (New Jersey) elementary schools. Each child's English‐language proficiency was tested initially at arrival from Puerto Rico, using the Language Assessment Battery (listening, reading, writing, and speaking tests), and twice again in the course of two academic years, even during returns to Puerto Rico. The student body of each mainland school that the participants attended during their longitudinal span was measured for linguistic composition and, for statistical control, economic poverty level. As hypothesized, participants' English proficiency developed more slowly in schools in which student bodies had relatively high percentages of native speakers of Spanish, faster in schools in which student bodies had relatively high percentages of monolingual native speakers of English (p < .03). Although participants' English‐proficiency raw scores generally increased substantially between successive longitudinal occasions, the grade‐level percentile ranks (derived from U.S. norms for native speakers of English) for these scores increased very little—a probably frustrating contrast between absolute and relative achievement. Participants who returned to schools in Puerto Rico continued to develop their English‐language proficiency, although considerably more slowly than during their stay in stateside schools.
MEASURING EDUCATIONAL DISADVANTAGE OF SAT® CANDIDATES
Authors: Stricker Lawrence J. , Rock Donald A. , Pollack Judith M. , Wenglinsky Harold H. 
Published: August 2014

ABSTRACTThis study explored individual differences in educational disadvantage—deficits in formal and informal education in the school, home, and elsewhere—in the SAT® test‐taking population. Data on variables that reflect educational disadvantage were obtained from SAT I: Reasoning Test takers via a mail survey and from archival records for their schools and neighborhoods. Factor analysis identified six educational disadvantage factors—four concerning the students' schools and two the students' nativity and parenting—and one family socioeconomic status factor. The educational disadvantage factors were moderately related to the family socioeconomic status factor, race/ethnicity, high school grades, and SAT scores. The individual–differences perspective on disadvantage appears to be a viable one, and educational disadvantage seems to be a meaningful and useful construct.
THE IMPACT OF FLAGGING ON THE ADMISSION PROCESS: POLICIES, PRACTICES, AND IMPLICATIONS
Authors: Mandinach Ellen B. , Cahalan Cara , Camara Wayne J. 
Published: August 2014

ABSTRACTThe study represents a first step in trying to gain a better appreciation for the complexity of the issues surrounding flagging test scores taken with nonstandard conditions and how the admission process can better serve students with disabilities. Surveys were sent to admission officers, guidance counselors, and disability service providers at colleges and universities to examine their institutional policies and practices. In addition, interviews and focus groups also were conducted. It is clear from the results of this study that perceptions about the use of the flag for nonstandard test administrations differ based on the role the respondent plays in the admission process. Although differences exist with regard to the use of the flag, all three groups perceived an equity problem concerning how students with disabilities are identified, what documentation is required, and what services are provided to these students. Respondents felt that some subgroups of students are not being served adequately by the current system. In addition, the three groups shared a concern that some nondisabled students are manipulating the system to receive diagnoses and accommodations, such as extended time, so as to gain a perceived advantage on the standardized tests.
TEST TAKERS' ATTITUDES AND BELIEFS ABOUT THE GRADUATE MANAGEMENT ADMISSION TEST®
Authors: Stricker Lawrence J. , Wilder Gita Z. , Bridgeman Brent 
Published: August 2014

ABSTRACTThe aim of this study was to assess test takers' attitudes and beliefs about the Graduate Management Admission Test® (GMAT®) and the relationships of these attitudes and beliefs to their test performance. A set of attitude and belief items was administered by computer to GMAT test takers after they finished the test. On average, test takers reported moderately negative attitudes about whether the test was valid and moderately positive attitudes about whether the test was unbiased. Few test takers reported that they believed their test performance reflected innate ability. The results were similar for men and women and for different ethnic groups, although White test takers' attitudes about whether the test was unbiased were more positive, and more White and fewer Black test takers reported that they believed the test reflected innate ability. Test takers' reported attitudes and beliefs were slightly related to their test performance. These relationships were similar for men and women, but varied for some ethnic groups.
PREDICTIVE VALIDITY OF SAT® I: REASONING TEST FOR TEST‐TAKERS WITH LEARNING DISABILITIES AND EXTENDED TIME ACCOMMODATIONS
Authors: Cahalan Cara , Mandinach Ellen B. , Camara Wayne J. 
Published: August 2014

ABSTRACTThe predictive validity of the SAT® I: Reasoning Test was examined for students who took the test with an extended time accommodation for a learning disability. The sample included college students with learning disabilities who took the SAT I between 1995 and 1998 with extended time accommodations. First year grade point average (FGPA) was used as a measure of student performance. Although positive, the adjusted correlation between FGPA and SAT scores was lower for test‐takers with a learning disability than has been shown in prior research on test‐takers without disabilities. In addition, the SAT scores obtained with an extended time accommodation appear to overpredict FGPA for male test‐takers with a learning disability and accurately predict FGPA for female test‐takers with a learning disability. When the same students were examined using both SAT I test scores and self‐reported high school grade point average (HSGPA) to predict FGPA, the scores and grades of male test‐takers did not under‐ or overpredict while the scores of female test‐takers underpredicted FGPA. Due to the relatively small sample size, additional research is required to examine group differences (e.g., type of learning disability, severity of disability) and the impact of differential support received from college disability service offices during the first year of college.
AN ANALYSIS OF SIMILARITIES IN ITEM FUNCTIONING WITHIN ANTONYM AND ANALOGY VARIANT FAMILIES
Authors: Scrams David J. , Mislevy Robert J. , Sheehan Kathleen M. 
Published: August 2014

ABSTRACTThis study examined the potential advantages of using item variants — sets of related test items based on a common template or schema — to offset the increased item‐production demands associated with continuous computer‐based testing in high‐stakes assessments. Empirical results showed that the calibrated difficulty parameters of analogy and antonym item variants that had been used in operational administrations of the Graduate Record Examinations (GRE®) General Test were very similar. Results of a simulation study that considered precision losses within a linear testing framework projected precision losses of less than 10% for estimating examinee abilities from responses to variants when using expected response functions based just on variant‐family information, compared to using true item response theory parameters for individual items.
DO STANDARDIZED MULTIPLE‐CHOICE TESTS PENALIZE DEEP‐THINKING OR CREATIVE STUDENTS?
Authors: Powers Donald E. , Kaufman James C. 
Published: August 2014

ABSTRACTThe objective of the study reported here was to explore the relationship of Graduate Record Examinations® (GRE®) General Test scores to selected personality traits—conscientiousness, rationality, ingenuity, quickness, creativity, and depth. A sample of 342 GRE test takers completed short personality inventory scales for each trait. Analyses revealed statistically significant, but slight (positive) correlations of GRE verbal, quantitative, and analytical scores with both creativity and quickness. (Quickness was defined here by, for instance, the ability to handle a lot of information and the ability to understand things.) The results also revealed significant, but very slight (negative) correlations of GRE scores with conscientiousness.
THE PERFORMANCE OF NATIVE SPEAKERS OF ENGLISH AND ESL SPEAKERS ON THE COMPUTER‐BASED TOEFL AND GRE GENERAL TEST
Authors: Strieker Lawrence J. 
Published: August 2014

ABSTRACTThe purpose of this study was to replicate previous research on the construct validity of the paper‐and‐pencil version of the TOEFL test and extend it to the computer‐based TOEFL. Two samples of GRE test takers were used: native speakers of English specially recruited to take the computer‐based TOEFL, and ESL test takers who had routinely taken the computer‐based TOEFL recently. Native speakers performed well on TOEFL, relative to ESL test takers and to the maximum possible scores on the test, and varied less in their test performance than did ESL test takers; TOEFL scores were highly but not perfectly correlated with the computer‐based General Test scores for both groups of test takers; regressions of the General Test verbal scores on the TOEFL scores for ESL test takers were nonlinear, and the regressions of the other General Test scores were linear; and trends in the variances of the General Test verbal scores associated with TOEFL scores were also nonlinear, and the trends were either unsystematic or negatively linear for the other General Test scores. All of the findings are consistent with previous results with the paper‐and‐pencil TOEFL, support the construct validity of the computer‐based TOEFL, and illuminate its interplay with ability tests for ESL test takers.
COGNITIVE PATTERNS OF GENDER DIFFERENCES ON MATHEMATICS ADMISSIONS TESTS
Authors: Gallagher Ann , Levin Jutta , Cahalan Cara 
Published: August 2014

ABSTRACTA two‐part study was conducted to determine whether theoretical work examining gender differences in cognitive processing can be applied to quantitative items on the Graduate Record Examination (GRE®) to minimize gender differences in performance. In Part I, the magnitude of gender differences in performance on specific test items was predicted using a coding scheme. In Part II, a new test was created by using the coding scheme developed in Part I to clone items that elicited few gender‐based performance differences. Results indicate that gender differences in performance on some GRE quantitative items may be influenced by cognitive factors such as item context, whether multiple solution paths lead to a correct answer, and whether spatially‐based shortcuts can be used.
CLASSICAL TEST THEORY AS A FIRST‐ORDER ITEM RESPONSE THEORY: APPLICATION TO TRUE‐SCORE PREDICTION FROM A POSSIBLY NONPARALLEL TEST
Authors: Holland Paul W. , Hoskens Machteld 
Published: August 2014

ABSTRACTWe give an account of classical test theory (CTT) in terms of the more fundamental ideas of item response theory (IRT). This approach views CTT as a very general version of IRT, and the commonly used IRT models as detailed elaborations of CTT for special purposes. We then use this approach to CTT to derive some general results regarding the prediction of the true score of a test from an observed score on that test as well from an observed score on a different test. This leads us to a new view of linking tests that were not developed to be linked to each other. In addition we propose true‐score prediction analogues of the Dorans and Holland measures of the population sensitivity of test linking functions. We illustrate the accuracy of the first‐order theory using simulated data from the Rasch model and illustrate the effect of population differences using a set of real data.