bluuebunny/crossref_metadata_2025_split huggingface dataset:
ASSESSMENT IN CONTEXT: APPRAISING STUDENT PERFORMANCE IN RELATION TO INSTRUCTIONAL QUALITY
Authors: Messick Samuel 
Published: September 2014

ABSTRACTAs part of an American Educational Research Association Symposium reporting the findings of the National Academy of Sciences (NAS) panel on placing children in special education, this paper discusses the implications of the panel's conclusions for exemplary assessment practices in special education and, indeed, for the very role of assessment in special education. When confronted with the central problem of over‐representation of minority children and males in programs for educable mentally retarded students, the NAS panel responded not with solutions focussing on the direct reduction of disproportion per se – which tend to be simplistic in merely transferring the problem to other parts of the educational system – but rather with solutions focussing on deeper educational issues underlying disproportionate placement, such as the validity of assessment of student functional needs and the quality of services that should be provided.After first analyzing the three primary issues underlying the policy conflict between equal protection from the harm of separate placement and entitlement to needed services – namely, the quality of the regular instruction to which referred students were exposed, the validity of assessment of student functional needs, and the quality of the special education provided – the panel recommended two major components for special education assessment: (1) for entrance or placement in special education, a two‐phase comprehensive assessment of student performance in relation to the quality of regular instruction received; (2) for exit from or retention in special education, the assessment of special education students' progress toward relevant academic goals, or the lack thereof, in relation to the quality of special instruction received. Thus, student educational progress emerges as the touchstone for equity in special education.
A COMPARATIVE STUDY OF METHODS OF EQUATING TOEFL TEST SCORES
Authors: Hicks Marilyn M. 
Published: September 2014

ABSTRACTSix methods of equating TOEFL test scores for samples consisting of the usual groups of examinees tested at each TOEFL administration, and groups of examinees controlled for native language representation were evaluated in terms of scale stability. The equating methods included three IRT variants (fixed b's scaling, a one‐parameter model in which a‐ and c‐parameters were fixed at constant values, and a model in which all three parameters were re‐estimated), and three conventional equating methods (Tucker, Levine and equipercentile). The equating methods were applied to Section II, Structure and Written Expression, and Section III, Reading Comprehension and Vocabulary. For the regular group of examinees, fixed b's IRT equating exhibited the greatest scale stability for both sections with the one‐parameter IRT model and Tucker linear equating following in that order. For most equating methods, controlling for native language resulted in increased scale stability relative to the regular group for Section II, but produced more error in Section III. This interaction between Section III and the controlled group may be related to the differential performance observed among language groups on Section III in previous studies. The results of this study supported continued use of fixed b's scaling for TOEFL data using a random sample of examinees from the total testing group.
AN EXAMINATION OF THE ASSUMPTION THAT THE EQUATING OF PARALLEL FORMS IS POPULATION‐INDEPENDENT
Authors: Angoff William H. , Cowell William R. 
Published: September 2014

ABSTRACTLinear and equipercentile conversions were developed relating Forms 3DGR1 and 3DGR3 of the homogeneous GRE quantitative test and the specially constituted heterogeneous GRE verbal‐plus‐quantitative test, using randomly equivalent populations of about 13,500 cases taking each form, drawn from the entire candidate group tested in the regular October 1981 administration of the Graduate Record Examinations. For purposes of this study these samples of 13,500 cases were taken as representing their respective total populations, and the conversions based on them were taken as “population conversions.” Empirical standard errors of equating were then developed for samples of 1,000 by drawing 100 samples of that size from each of the two base populations and calculating the variance error of equated scores on Form D1 (i.e., 3DGR1) for each successive raw score on Form D3 (i.e., 3DGR3) and fitting a second‐degree equation to those variance errors. Samples of 1,000 cases taking each form were then selected at random from specially defined subpopulations homogeneous with respect to sex, race, field of study, and level of performance (the last of these defined by scores on the GRE analytical test) and used as the basis of additional conversions between the two test forms.Departures of the conversions based on each of these specially selected samples from the population conversion were calculated and evaluated in terms of the standard error of equating at five selected raw score points on Form D3, adjusted for the disparity between the means, as well as the three higher moments–variance, skewness, and kurtosis–for these subpopulations and the corresponding moments of the total populations.The results of this phase of the study showed that the conversions for the samples drawn from the Physical Science subpopulation differed significantly from that of the total population. When, in the second phase of the study, the appropriate adjustments for the moments were made, it was found that the Physical Sciences conversions fell clearly in line for the homogeneous GRE quantitative test, but not quite so clearly for the heterogeneous GRE verbal‐plus‐quantitative test. The conversions for all other subpopulation samples were acceptably within range of the population conversion. It was concluded that the assumption of population‐independence for equating is supportable for homogeneous tests but, because of evidence of nonparallelism between the two forms, the assumption is not as clearly established by the data of this study for heterogeneous tests.
NATIONAL CHANGES IN SPATIAL‐VISUAL ABILITY FROM 1960 TO 1980
Authors: Hilton Thomas L. 
Published: September 2014

ABSTRACTIn both 1960 and 1980, the same test of spatial‐visual ability was given to national probability samples of high school seniors in the United States. The students in 1960 were participants in Project TALENT and in 1980 were participants in High School and Beyond. In addition, a reading comprehension test was given to the 1960 students that subsequently was equated to a similar reading test given to the 1980 seniors. In 1960 the males had substantially higher scores in visualization and slightly higher scores in reading. Between 1960 and 1980 all means scores declined but substantially more so in visualization. However, the gap between males and females narrowed, particularly in visualization. In the absence of a clear explanation, the author attributes the general decline primarily to less student attrition in 1980 and the differential decline to convergence in the experiences of males and females.
THE ONCE AND FUTURE ISSUES OF VALIDITY: ASSESSING THE MEANING AND CONSEQUENCES OF MEASUREMENT1
Authors: Messick Samuel 
Published: September 2014

ABSTRACTA unified view of test validity is propounded that stresses both the existing evidence for and the potential consequences of test interpretation and use. The thrust of this unified view is that appropriateness, meaningfulness, and usefulness of score‐based inferences are inseparable and that the unifying force is empirically‐grounded construct interpretation. Evidence and theoretical rationales are examined indicating that construct interpretation undergirds all score‐based inferences – not just those related to interpretive meaningfulness but also the content‐ and criterion‐related inferences specific to applied decisions and actions based on test scores.
TEST ANXIETY AND THE GRE GENERAL TEST
Authors: Powers Donald E. 
Published: September 2014

ABSTRACTA survey was designed and administered to a large, stratified random sample of GRE test takers in order to:
provide baseline data regarding the prevalence and severity of test anxiety among GRE test takers
determine the relationship of self‐reported test anxiety to GRE test performance and to examinees' knowledge/perceptions of selected aspects of GRE test taking and graduate admissions, and
obtain GRE test takers' assessments of the contribution of various factors to test anxiety, as well as suggestions for minimizing test anxiety.
The survey instrument included a test anxiety inventory as well as other questions seeking information about examinees' perceptions of various aspects of GRE test taking and graduate admissions. Minority test takers in each of seven ethnic or racial categories were oversampled.A significant proportion of GRE test takers report that they experience at least a moderate degree of test anxiety, and some report relatively severe anxiety. On average, however, GRE examinees do not appear to be substantially more anxious about GRE test taking than about a number of other evaluative situations.Two aspects of test anxiety–worry, i.e., cognitive concern over test performance, and emotionality, i.e., reports of physiological reactions–were found to be very strongly related, but distinguishable by virtue of their different patterns of correlations with other variables, including GRE General Test scores. Examinee self‐reports of both worry and emotionality were moderately related to test performance on each section of the GRE General Test, with higher anxiety associated with lower test performance. (These relationships were essentially identical for each ethnic or racial group considered.) Worry was more strongly related than emotionality to test performance, and, when they were considered together, only worry remained highly related to test performance. Although the relationship is clear, these results do not establish a direction of causality, i.e., whether anxiety impairs test performance, whether poor test performance increases anxiety, or whether both test anxiety and test performance are affected by some other factors. Nor do the results establish the levels at which test anxiety may facilitate rather than debilitate test taking.Examinees' knowledge of certain aspects of GRE test taking (e.g., how to cancel test scores) and their perceptions of graduate schools (e.g., their reliance on GRE scores in admission decisions) showed slight correlations with test anxiety. Examinees also perceived a number of other factors as contributing to test anxiety. These included, for example, the pressures of a timed test and the attitudes of test administrators. The conclusion was reached that test anxiety is both prevalent enough and severe enough among GRE test takers to warrant the continuing attention of the GRE Program. A number of suggestions were made for further research, which would involve determining whether or not some of the correlates of test anxiety that were identified may also be causes.
RETENTION OF BLACK AND HISPANIC DOCTORAL STUDENTS
Authors: Clewell Beatriz Chu 
Published: September 2014

ABSTRACTThis study tested the feasibility of determining whether factors influencing persistence and nonpersistence of minority doctoral students can be identified,‐whether potentially successful minority doctoral students can be identified at the graduate entry level, and whether institutional practices that encourage or deter minority participation in graduate education can be determined. For Part I of the study, 63 persisting and nonpersisting doctoral students were interviewed regarding their experiences in graduate school; information about their personal and background characteristics was also collected. Identifying and locating an adequate number Of nonpersisters (in order to make any meaningful comparisons) proved not to be feasible. The study was able to describe characteristics and experiences of persisters. Persisters in the study came from low socioeconomic backgrounds; showed a high degree of achievement in high school; had supportive major advisers; participated in professional activities while in graduate school; pursued the Ph.D. because of a desire for knowledge; and, in spite of wanting to leave the programs, completed the doctorate because they did not wish to experience failure.For Part II of the study, 52 faculty and staff at six graduate institutions were interviewed to determine their policies and practices regarding minority doctoral students. It was found that the level of support for minority students varied greatly among institutions. Policies and practices that appear to encourage participation of minority students include an institution‐wide policy regarding minority graduate students, coordination of services for minority students by an entity above the departmental level, early identification of minority applicants, special admissions arrangements, support services focused on minority students' needs, and efficient record keeping to monitor effectiveness of efforts.
THE PREDICTIVE VALIDITY OF THE RESTRUCTURED GRE WITH PARTICULAR ATTENTION TO OLDER STUDENTS
Authors: Swinton Spencer S. 
Published: September 2014

ABSTRACTData from 99 graduate departments that had participated in the Graduate Record Examinations (GRE) Validity Study Service from 1983 through 1985 were analysed with an empirical Bayes regression model that allows each department's mean scores to influence that department's regression coefficients. To be included in the analysis, students had to have taken the GRE General Test on or after October 1981, when the analytical measure was revised.The empirical Bayes procedure yielded validities at least as high as are commonly reported for least squares analyses. More importantly, it yielded meaningful residuals from a single general model fit to all departments. These comparable residuals made it possible to examine deviations for relatively small subgroups, such as male or female humanities students aged 25 and over.The major finding was a significant underprediction of first‐year grade average for older females in all graduate fields. Although it had been predicted that they would do less well than younger students and about as well as males, they in fact earned considerably higher grades than all other groups.It is suggested that graduate admissions committees broaden efforts to identify nontraditional evidence of talent, motivation, and accomplishment in applicants from this group. The GRE data analysis shows that if a larger proportion of returning females were recruited and admitted, they would perform as well or better than currently enrolled younger students.
A NEW LOOK AT FORMULATING HYPOTHESES ITEMS
Authors: Carlson Sybil B. , Ward William C. 
Published: September 2014

ABSTRACTIn the past, the GRE Board supported research on an item type that measures higher‐level cognitive abilities and that uses a free‐response format–the Formulating Hypotheses (FH) item type. Further research was not recommended because of issues associated with the cost and feasibility of the operational use of a test composed of FH items. This project focused on the two major issues that need to be addressed in considering FH items for operational use: (1) the costs of scoring, and (2) rather than the conventional number‐right scoring, the assignment of scores along a range of values. The first issue was addressed directly by seeking ways to increase the efficiency of scoring through computerized delivery and scoring. The second issue was addressed both directly and indirectly by recommending specific procedures for the computer recognition of responses and problem delivery that will be sufficiently reliable and well‐rationalized to be acceptable to reasonable evaluators.This project involved collaboration with experts who are closely involved in confronting the issues involved in the computer recognition and evaluation of open‐ended responses. After a series of analyses to explore the design and scoring of FH‐type items for computer delivery, we arrived at specific recommendations for developing a system to deliver computerized problems of the FH type. When developed, the prototype also will serve as a computerized research tool to conduct further investigations of potential variations in these types of items.
THE FOUR GENERATIONS OF COMPUTERIZED EDUCATIONAL MEASUREMENT
Authors: Bunderson C. Victor , Inouye Dillon K. , Olsen James B. 
Published: September 2014

ABSTRACTEducational measurement is undergoing a revolution, due to the rapid dissemination of information‐processing technology. One of the most notable aspects of that revolution is the rapidity with which it has come upon us. It is perhaps inevitable that the recent growth in power and sophistication of computing resources and the widespread dissemination of computers in daily life have brought about irreversible changes in educational measurement.Recent developments in computerized measurement are summarized by placing them in a four‐generation framework, in which each generation represents a genus of increasing sophistication and power.Generation 1. Computerized testing (CT): administering conventional tests by computerGeneration 2. Computerized adaptive testing (CAT): tailoring the difficulty or contents of the next piece presented or an aspect of the timing of the next item on the basis of examinees' responsesGeneration 3. Continuous measurement (CM): using calibrated measures embedded in a curriculum to continuously and unobtrusively estimate dynamic changes in the student's achievement trajectory and profile as a learnerGeneration 4. Intelligent measurement (IM): producing intelligent scoring, interpretation of individual profiles, and advice to learners and teachers, by means of knowledge bases and inferencing proceduresWhile acknowledging the obvious pitfalls associated with proposing a framework in a developing field, the authors hope that the suggested framework will provide an ad interim contribution to the field's universe of discourse and facilitate communication about the rapidly developing issues.
ASSESSING LEADERSHIP POTENTIAL AT THE NAVAL ACADEMY WITH A BIOGRAPHICAL MEASURE
Authors: Stricker Lawrence J. 
Published: September 2014

ABSTRACTThe aim of this study was to construct and validate a biographical inventory to measure personality traits that are predictive of leadership. The experimental inventory, consisting of tentative scales for Dominance, Emotional Stability, Need for Achievement, Self‐Confidence, and Sociability, was administered to incoming midshipmen at the Naval Academy. The tentative scales were item analyzed, and the validity of the final scales was appraised against subsequent peer ratings of the traits and of leadership, as well as against first‐semester grades that may also reflect leadership (Military Performance and Professional Military Quality Point Rating). The Sociability, Dominance, and Need for Achievement scales demonstrated convergent and discriminant validity, and correlated with the leadership criteria; the Emotional Stability and Self‐Confidence scales showed no signs of validity. Although the level of validity was often modest, the Sociability scale correlated appreciably (.28) with the peer rating of leadership, suggesting that this measure may have practical value in assessing leadership potential.
EXAMINING THE RELATIONSHIP BETWEEN DIFFERENTIAL ITEM FUNCTIONING AND ITEM DIFFICULTY
Authors: Kulick Edward , Hu P. Gillian 
Published: September 2014

ABSTRACTThis study examined the relationship of differential item functioning (DIF) to item difficulty on the Scholastic Aptitude Test (SAT). The data comprise verbal and mathematical item statistics from nine recent administrations of the SAT. In general, item difficulty is related to DIF. The nature of that relationship appears to be independent of the choice of DIF index (either the Mantel‐Haenszel or the standardization approach) as well as of test form. However, the relationship was dependent on the particular group comparison and on both the test sections and the item type being analyzed.The relationship was strong for each of the racial and ethnic group contrasts—in which black, Hispanic, and Asian American examinees were compared in turn with white examinees—but was weak for the female and male examinee contrast. The relationship also appeared stronger on the verbal sections than on the mathematical sections. The relationship is such that more difficult items tended to exhibit positive DIF (DIF favored the focal group over the white reference group). On the verbal sections, only the reading comprehension item type (with the smallest observed range in item difficulty) failed to exhibit a strong relationship.Another index, the standardized difference in percentage omit (DIFPOM), correlated very highly (negatively) with DIF. Differential omission refers to a relative difference in omit rates between groups matched in ability. In fact, DIFPOM was consistently a better predictor of DIF in most models than was item difficulty. The relationship between DIF and DIFPOM held up across all four comparisons, including gender. It was also present in the mathematical sections with nearly the same magnitude exhibited in the verbal sections.Although DIF and DIFPOM are mathematically dependent measures, it was proposed that DIFPOM may be partly responsible for the relationship between DIF and item difficulty. To what extent DIF is a consequence of differential omission and to what extent differential omission is a manifestation of DIF is problematic. Nonetheless, the presence of differential omission on a test has the potential to influence DIF indices and therefore should be an important concern especially for formula‐scored tests, where omission occurs often on difficult items.Among other findings is that Hispanic and black focal groups tended to omit differentially less than did the white reference groups. For Asian American examinees, the reverse holds. For females and males, the direction depends on the test sections. In general, groups that omitted differentially less experienced a relative advantage (high‐positive DIF values) on the more difficult items, as measured by the DIF indices studied here (which treat omits as wrong in their calculation).
Development of HPLC with Photo‐diode Array Method for the Determination of Ramipril in Tablets Using Factorial Design
Authors: Wu Yu‐Tse , Cham Thau‐Ming , Tsai Tong‐Rong 
Published: September 2014

AbstractThis study was to develop a liquid chromatographic method for the analysis of ramipril by the design of experiment. We first examined the effects of chromatographic parameters, such as column temperature, pH of mobile phase, flow rate of mobile phase and ion‐pairing reagents, on the isomerization of ramipril, and useda 23 factorial design to optimize the chromatographic conditions. This optimized method demonstrated good system suitability and linearity within 1.0–50 µg mL−1 (r2>0.999). The intra‐day and inter‐day precisions ranged from 0.4 to 2.7 %, and accuracy ranged from 98 to 100 %. The recoveries were greater than 99.2 %. The robustness test revealed the method remained unaffected by small deliberate variations of method parameters. This method was applied for the determination of ramipril in tablets. This study demonstrated that design of experiment was useful to efficiently assess the impacts of different parameters for analytical method development and optimization.