bluuebunny/crossref_metadata_2025_split huggingface dataset:
A FACTOR ANALYSIS OF PERCEPTUAL TESTS
Authors: French John W. 
Published: August 2014

ABSTRACTA factorial study of perceptual tests and reference factor tests was carried out on a population of low scholastic level (1) to obtain evidence on whether or not Thurstone's closure factors extended into the cognitive domain, and (2) to find out whether the reference tests were suitable factorial tests for the level of population used. Ten reference tests, the six parts of the ACEPE, adaptations of five tests that have loaded the closure factors in earlier studies, and two new tests designed to measure cognitive closure were included. The results indicate that the reference tests did not work well on this population. Some evidence was obtained that closure is limited to perception and does not extend into the domain of cognition.
EQUATING TEST SCORES – THE MAXIMUM LIKELIHOOD SOLUTION FOR A COMMON EQUATING PROBLEM
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTThe maximum likelihood solution is presented for the following equating problem: Two tests, U and V, are to be equated, making use of a third “anchor” test, W. The examinees are divided into two random halves, which will be called the “a‐group” and the “b‐group.” Tests U and W are administered to the a‐group; tests V and W are administered to the b‐group. It is assumed that any practice effect or other effect, exerted by U and V on W, is the same for U and for V. The solution obtained differs from that introduced at ETS by L. R Tucker only in the initial assumptions from which it is derived.
DIFFERENTIAL PERFORMANCE OF FLEET AND RECRUIT PERSONNEL IN TORPEDOMAN'S MATES SCHOOL
Authors: Allison Roger B. 
Published: August 2014

ABSTRACTThe purpose of this study was to evaluate the influence that certain background and training factors may have upon the relationships between test scores and criterion measures. Enlisted personnel who enter Navy training schools come either from the fleet or directly from recruit training schools. Whether the fleet personnel perform better or poorer, in relation to ability, than do the personnel who come from recruit training centers is a question of considerable importance for selection procedures.The results of the study indicate that the fleet subjects earned higher grades in a Torpedoman's Mates School than did recruit subjects who had similar scores on tests from the Navy Basic Battery. Although the factors of age and education were significantly correlated with school grades, these factors did not appear to account for the superior performance of the fleet subjects.Another factor that may have operated in favor of the fleet subjects was their past experience with mechanical‐motor activities. The influence of this factor was examined in two ways. When defined on the basis of scores obtained from a check list of mechanical‐motor tasks, such indices of previous experience failed to correlate significantly with either school grades or predictor variables. However, analysis did disclose a tendency for the fleet subjects to earn higher scores than did recruits on a learning task involving the assembly of a breech block mechanism, when scores from the Navy Basic Battery were taken into consideration. When an attempt was made to partial out the influence of previous mechanical‐motor experience by taking into account the scores on the learning task, course grades for fleet subjects still tended to be higher than those for recruits. The findings thus suggested that there were additional factors accounting for the better school performance of the fleet subjects. Several hypotheses regarding the nature of these factors were formulated.Since the study led to the conclusion that the two groups had performed significantly differently in school with ability taken into account, separate selection procedures are recommended for the two groups. Further research is suggested to determine whether similar differences prevail in other Navy training schools. If so, research studies aimed at the identification of the factors related to the better performance of the fleet personnel might he initiated.
DEVELOPMENT OF AN ALTERNATE FORM OF THE NAVY OFFICER CLASSIFICATION BATTERY
Authors: Mollenkopf William G. 
Published: August 2014

ABSTRACTFollowing specifications laid down by the Classification and Survey Research Branch, Personnel Analysis (formerly Research) Division, Bureau of Naval Personnel, staff members of the Educational Testing Service have developed an alternate form of the Wavy Officer Classification Battery, and an additional form of the Mechanical Comprehension Test of this battery.Test questions were tried out at the U. S. Naval School, Officer Candidate, at Newport. Item difficulty and item discrimination indices were then derived, and constituted an important element in the process of selecting items for use in the alternate forms of the tests.After the tests had been printed by the government, the standardization of the tests was carried out by ETS with the further cooperation of the Officer Candidate School. As a final step in the project, conversion tables were prepared linking raw scores on each test to raw scores on the previous test form and to the Navy Standard Score scale.Correlational and other statistical data obtained during the standardization indicated that a satisfactory alternate form of the battery and a satisfactory additional form of the Mechanical Comprehension Test had been prepared.
MOTOR LEARNING IN COLLEGE STUDENTS AND MENTAL DEFECTIVES*
Authors: Boldt Robert F. 
Published: August 2014

ABSTRACTAn experiment was conducted to determine the effects of simultaneous variation of experimental variables and individual difference variables. The experimental variables were response effortfulness, stages of practice, and distribution of practice; the individual difference groups were college students and mental defectives. An attempt was made to predict the results on the basis of response effortfulness.Although the interpretation of results predicted on the basis of response effortfulness was not clear due to unexpected behavior of the effort variable, it was found that the patterns of performance were the same in both individual difference groups.
EQUATING THE SCORE SCALES OF ALTERNATE FORMS ADMINISTERED TO SAMPLES OF DIFFERENT ABILITY
Authors: Levine Richard 
Published: August 2014

ABSTRACTTwo parallel forms of a test are considered “equated” when for a single group of examinees the standard deviations on the two forms are equal and the means on the two forms are equal. Since present test construction procedures are not sufficiently precise to produce forms with equivalent score scales, it is necessary to conduct an equating experiment for the purpose of collecting data for use in adjusting the initial raw score scales. Although the definition of equated score scales is given in terms of equivalence of the first two moments for a single group of examinees, the tests to be equated need not be administered to the same examinees. This paper considers two types of experiments in which the tests to be equated are administered to different examinees.Both types of experiments can be characterized as follows: If two tests (X and Y) are to be equated, X is administered to the first and Y to the second of a pair of samples. In addition, a third test (V) is administered to both samples. V may be either a separate test from. X and Y or a number of items contained in both X and Y. In either case, V may be considerably shorter than X and Y. The two types of experiments are identical with respect to these test administration procedures, but they differ with respect to the assumptions made about the characteristics of the two samples of examinees.The first type of experiment calls for the use of samples of examinees that are randomly drawn from, the same population, F. M. Lord has considered this general model for the case of equally reliable tests; in this paper a solution is given for the case when X and Y are unequally reliable. Using the statistics for the random samples, maximum likelihood estimates are made of the means and variances of true scores in the population from which the samples were drawn. Thus, the first two moments are estimated for a single group of examinees (the population). For this purpose it is necessary to assume that true scores on X, Y, and V intercorrelate unity.The second type of experiment allows the use of samples that are selected in a non‐random manner from a common population. In this case the equating of equally reliable X and Y as well as unequally reliable X and Y is considered. The equations are derived on the assumption that true scores on all tests intercorrelate unity; however, for the case of equally reliable tests a solution is possible so long as true scores on V correlate unity with true scores on either X or Y. It is shown that, if true scores on two tests correlate unity, for pairs of samples of different ability three quantities will remain invariant: 1) the ratio of standard deviations of true scores on the two tests; 2) the difference between the mean on one test and the product of the mean on the second and the ratio of true score standard deviations, and 3) the standard error of measurement.Data are presented which indicate that the equations derived for both types of experiments are sound.
COMPARATIVE PREDICTION AND OTHER TECHNIQUES FOR USE WITH A GUIDANCE BATTERY
Authors: French John W. 
Published: August 2014

ABSTRACTThis bulletin discusses various techniques for the statistical handling of data for comparative prediction and illustrates some ways in which these data can be presented to the user. The aptitude test and criterion data obtained in the West Point Guidance Battery study are used in the illustrations. Techniques included in the discussion are those used in the General Aptitude Test Battery, the Industrial Psychology, Inc., Job‐Test Program, the Differential Aptitude Tests, the University of Washington Academic Prediction Chart, one of the pattern similarity measures, and other differential and comparative prediction approaches. An expectancy‐table technique is recommended as most suitable for a useful comparative prediction battery, and a set of criteria are defined for Judging the success of such a battery.
THE MEASUREMENT OF GROWTH
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTA regression formula is derived for estimating a student's true gain from his initial and final test scores. A formula is given for the reliability of estimates thus obtained. A numerical example is given, illustrating some marked inadequacies of the simple, “common‐sense” procedure that estimates gain by subtracting initial from final score. A convenient graphic procedure is presented for grouping all examinees tested according to the size of their estimated true gains.
A STUDY OF SECONDARY SCHOOL CHARACTERISTICS AS RELATED TO TEST SCORES
Authors: Mollenkopf William G. , Melville S. Donald 
Published: August 2014

ABSTRACTThe purpose of this study was to determine what characteristics of public secondary schools were most closely related to the performances of their students on academic aptitude and achievement tests.A 25‐item questionnaire was sent to over 1,800 public high school principals to secure information regarding school facilities, staff, and support; education and occupation of parents; and characteristics of the community, such as its size and rate of growth. Usable replies were received from 844 schools.Thirty‐two variables were derived from the questionnaire items. Interrelationships of these were computed for each of four groups of schools classified according to size, and then subjected to a principal components factor analysis in order to select a small number of variables on which to structure the sample of schools in which testing would be done.A four‐part aptitude test and a three‐part achievement test were subsequently administered to 9,600 ninth‐grade students in 100 schools and to 8,357 twelfth‐grade students in 106 schools. Treating each school as a single case (by using the average score on a test as the “school's” score), the test score means were then related to the community‐parent‐school characteristics. Items found to be substantially related to the aptitude scores included instructional support per pupil, presence or absence of a community library, community size (urban or rural), region (South or non‐South), per cent of support from the state, and per cent of fathers who are high school graduates. Items found to be substantially related to the achievement scores included size of special staff, size of average class, presence or absence of a community library, per cent of graduates entering college, per cent of fathers who are high school graduates, per cent of fathers who are professional workers, community size, and region.In addition to these zero‐order coefficients, a number of multiple correlation coefficients were computed in order to determine how various composites of the characteristics were related to the test scores.An attempt was made to interpret, the significance of the findings and point out the implications of the study for the norming of tests and the interpretation of test scores.
DO TESTS OF THE SAME LENGTH HAVE THE SAME STANDARD ERROR OF MEASUREMENT?
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTFrom one very useful point of view, granted certain reasonable restrictions, tests of the same length actually do have the same standard error(s) of measurement, which can thus be computed even before the test items have been written. Such standard errors are now in use with certain nationally distributed tests. Several puzzling questions regarding these standard errors are discussed and answers are given.
THE PREDICTIVE VALUE OF CHANCE‐LEVEL SCORES1
Authors: Cliff Rosemary Hayes 
Published: August 2014

ABSTRACTFor the purposes of this study chance‐level scores were defined as those at or below the average performance expected of students who respond to each item at random.Data were scores on four regular subtests and the subtests of the equating form of the Cooperative School and Ability Tests. The score distribution of each of the SCAT subtests was divided into chance‐level and non‐chance‐level groups. The linear regression line of equating‐form scores on SCAT scores was fitted for each of the eight groups. The regression coefficients were tested for significant deviation from zero. Comparisons were also made of the regression coefficients and standard errors of estimate of the chance‐level and non‐chance‐level groups.Results indicated that scores at or below the average chance score will, under certain conditions, predict performance on an independent measure.
DIFFICULTY IN GRADES 11 AND 13 OF 4,800 WORDS FROM 6,000 THROUGH 20,000 IN FREQUENCY
Authors: Diederich Paul B. , Palmer Osmond E. 
Published: August 2014

ABSTRACTAn alphabetical list of 4,800 words is presented, each followed by the percentage of students in grades 11 and 13 who chose the correct definition in a series of three‐choice vocabulary tests. Each percent is based on the number of students who completed the item, which averages 91 in grade 11, 74 in grade 13. Percentages in grade 11 were corrected for the deviation of each sample mean from the city‐wide mean based on 3,220 cases, which was found to be statistically defensible. No such correction in the college group was necessary, for sample means did not vary more than would be expected by chance. The words include all words from the sixth through the twentieth thousand in frequency of occurrence in Thorndike's Teacher's Word Book except proper names, technical terms, archaic and obsolete words, words certainly known from frequency in spoken English, simple compounds of words in the first five thousand and of other words that were tested in their simplest form, and a few words above l5,000 not likely to be generally useful. The list is believed to include all words above the first five thousand that are part of the general vocabulary, are not partial duplicates of one another, and are not certainly known by high school and college students, down to the level at which words occur less than once per million running words.
VALIDATION OF THE SAT AND NEW ITEM TYPES AGAINST FOUR‐YEAR ACADEMIC CRITERIA
Authors: French John W. 
Published: August 2014

ABSTRACTThe College Board felt it was desirable to consider the possibility of altering the test materials in the SAT to permit the reporting of scores in addition to the present verbal and mathematical scores. Towards this end, eleven newly developed or newly adapted tests were tried out in combinations of four at ten colleges. An earlier report presented the findings for the validation of these tests and the SAT against freshman average and grades in specific freshman courses. This report compares the freshman validities with four‐year criteria, including the cumulative average, graduation vs. non‐graduation, comprehensive examination, and major‐field grades. The pattern of test validities for the four‐year criteria closely resemble those for the freshman criteria. These data show the high school record to be less good at predicting major‐field work than it is for predicting freshman average grades. Tests of government and literature information were the most successful among the experimental tests. When corrections were made for restriction of range and test length, these tests were more valid for the cumulative four‐year grade average than the SAT‐V or SAT‐M. Multiple correlations based on these data show that a test composed of six 25–minute subtests would be only. 01 less reliable and. 08, on the average, more valid than the present two‐score SAT. In addition it is shown that a composite having more than two scores would make possible better differentiations between major‐field areas than is possible at present.
MEASURING INTRA‐INDIVIDUAL VARIABILITY WITHIN ONE TESTING1
Authors: Raine Walter J. , Hills John R. 
Published: August 2014

ABSTRACTThis study attempts to answer two questions: (1) When people take the same Sentence Completion test twice within a few hours will they display individual differences in intra‐individual response variability? (2) If individual differences in this characteristic appear, will they be related to variance in intra‐individual response variability as measured by comparing a person's responses to homogeneous items presented within a single test?A twenty‐five item Sentence Completion test was modified by adding fifteen items. Each additional item was identical with one of the first twenty‐five items except that personal references were made impersonal and general. The test was given to a group of entering law school students at the beginning and end of a three‐hour testing period.It was found that intra‐individual response variability does appear with this short period between the two administrations or the test. Further, the score based on similar responses to homogeneous items within, the first administration correlated .61 with the score based on similar responses to identical items answered in two administrations separated by a several hour period. Corrected for attenuation in both scores the correlation is .90. These findings should facilitate and encourage study of the ramifications of the concept of intra‐individual response variability.
THE VALIDITY OF EXPERIMENTAL PREDICTORS OF ADAPTABILITY AT THE COAST GUARD ACADEMY, SUMMER 1950
Authors: French John W. , Saunders David R. , Ricciuti Henry N. 
Published: August 2014

ABSTRACTA part of the psychological program at the United States Coast Guard Academy consists of an extended series of academic entrance tests. To accompany these an effort has been made to develop tests to predict the leadership or “adaptability for service” ratings made of cadets at the Academy in connection with all of their activities. This article discusses a validation study of some personality and other measures given to entering cadets in the summer of 1950. Adaptability ratings made during the first year at the Academy, while consistent with one another, were found to be unrelated to academic entrance tests, course grades, and, to a large extent, to the experimental tests administered in this study. However, there was confirmation of earlier findings that memory is of importance to these ratings, and there were significant findings that social ability and a tendency to overstate one's knowledge fit slightly into the picture of adaptability.
TESTS OF THE SAME LENGTH DO HAVE THE SAME STANDARD ERROR OF MEASUREMENT*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTFor 50 tests whose mean scores were between 35 and 65 percent of the maximum possible score, the standard error of measurement, computed from actual data by a conventional formula, is found to correlate .996 with the square root of the number of items in the test.
LARGE‐SAMPLE COVARIANCE ANALYSIS WHEN THE CONTROL VARIABLE IS FALLIBLE*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTWhen the control variable contains errors of measurement, the usual analysis of covariance fails to adjust adequately for initial differences between groups. A large‐sample statistical procedure is presented for making the desired significance test after appropriate adjustment for the fallibility of the control variable.
THE JOINT CUMULANTS OF TRUE VALUES AND ERRORS OF MEASUREMENT
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTReplicate fallible measurements on each of a large number of objects are used to estimate the multivariate cumulants of the joint frequency distribution of the true value and the errors of measurement. Simple, explicit formulas are given for all multivariate cumulants up through the fourth order. It is assumed only that each error of measurement has a mean of zero and is uncorrelated with other appropriate chance variables.
A COMPUTER PROGRAM TO FIND THE BEST‐FITTING ORTHOGONAL FACTORS FOR A GIVEN HYPOTHESIS
Authors: Saunders D. R. 
Published: August 2014

ABSTRACTA modification of the quartimax computation for factor rotation is described in which a hypothesized factor pattern is given to the machine along with the data. The machine uses the pattern to select the subset of variables to which it will attend when rotating in a given plane, in order to find an orthogonal solution which closely fits the hypothesis. The program also provides a measure of the goodness of this fit.The program can utilize pattern matrices that reflect only partial hypotheses as to the nature of the factors, as well as those that specify a determinate or over‐determinate simple structure. Since the experimenter has a wide choice of patterns that he may wish to employ, he may expect to compute practically any solution he wants. At the same time, the nature of the constraints made on the results by the choice of pattern will be clearly evident.