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Using Composite Metrics to Measure Student Diversity in Higher Education
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McLaughlin, Jacqueline E.; McLaughlin, Gerald W.; McLaughlin, Josetta – Journal of Higher Education Policy and Management, 2015
The role and impact of diversity in higher education has permeated conversations about student access and achievement for many years. Language articulated by various courts suggests that higher education policies should reflect a broad conceptualisation of diversity beyond that of the magnitude and proportion of race and ethnicity, yet…
Descriptors: Student Diversity, Higher Education, Measurement Techniques, Court Litigation
Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect between U.S. Policy Makers and Test Developers
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Spaulding, Tammie J.; Szulga, Margaret Swartwout; Figueroa, Cecilia – Language, Speech, and Hearing Services in Schools, 2012
Purpose: The purpose of this study was to identify various U.S. state education departments' criteria for determining the severity of language impairment in children, with particular focus on the use of norm-referenced tests. A secondary objective was to determine if norm-referenced tests of child language were developed for the purpose of…
Descriptors: Guides, Language Impairments, Child Language, Norm Referenced Tests
Factor Analysis: A Look at the Technique through the Data of Rainbow.
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Asmus, Edward P. – Bulletin of the Council for Research in Music Education, 1989
Provides a conceptual basis for understanding factor analysis as an analytical technique. Illustrates the basic concepts of factor analysis through Edward L. Rainbow's data from a study of variables influencing students' musical aptitude. Suggests that this technique is most appropriate in music applications where the interrelationships between…
Descriptors: Aptitude Tests, Factor Analysis, Music Education, Research Methodology
Engaging Academics with a Simplified Analysis of Their Multiple-Choice Question (MCQ) Assessment Results
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Crisp, Geoffrey T.; Palmer, Edward J. – Journal of University Teaching and Learning Practice, 2007
The appropriate analysis of students' responses to an assessment is an essential step in improving the quality of the assessment itself as well as staff teaching and student learning. Many academics are unfamiliar with the formal processes used to analyze assessment results; the standard statistical methods associated with analyzing the validity…
Descriptors: Multiple Choice Tests, Student Evaluation, Test Results, Test Construction
Development of Chemistry Attitudes and Experiences Questionnaire (CAEQ)
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Dalgety, Jacinta; Coll, Richard K.; Jones, Alister – Journal of Research in Science Teaching, 2003
In this article we describe the development of the Chemistry Attitudes and Experiences Questionnaire (CAEQ) that measures first-year university chemistry students' attitude toward chemistry, chemistry self-efficacy, and learning experiences. The instrument was developed as part of a larger study and sought to fulfill a need for an instrument to…
Descriptors: Measures (Individuals), Statistical Data, Student Attitudes, Statistical Analysis
Automated Assembly of Pre-equated Language Proficiency Tests.
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Henning, Grant; And Others – Language Testing, 1994
Examines the effectiveness of an automated language proficiency test assembly system at an air force base English Language Center. The study focuses on the equivalence of mean score difficulty, total score variance, and intercorrelation covariance across test norms and finds a high level of test-form equivalence and internal consistency. (nine…
Descriptors: Computer Assisted Testing, English (Second Language), Foreign Nationals, Item Analysis