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Enhancing the Usability of the Counselor Rating Form for Researchers and Practitioners.
Peer reviewed Peer reviewed
Dorn, Fred J.; Jereb, Ron – Measurement and Evaluation in Counseling and Development, 1985
Counseling psychologists (N=8) recorded the time needed to score the Counselor Rating Form (CRF) and the CRF-Quick Score (CRF-QS). Then 120 students viewed a counseling videotape and completed both measures. Results showed the two are comparable but the CRF-QS is significantly less time-consuming to score. (JAC)
Descriptors: Counselor Evaluation, Evaluation Methods, Scoring, Test Use
The Interpersonal Network Questionnaire: A Tool for Social Network Assessment.
Peer reviewed Peer reviewed
Pearson, Judith E. – Measurement and Evaluation in Counseling and Development, 1987
Introduces the Interpersonal Network Questionnaire (INQ), an instrument designed to measure constructs of social networks such as social participation, confidant size, and frequency of contact. Discusses item generation, reliability, administration, and applications of the INQ. (Author/NB)
Descriptors: Evaluation, Social Networks, Social Support Groups, Test Reliability
Content and Score Performance Comparisons between a Survey Achievement Test and a Diagnostic Mathematics Test.
Peer reviewed Peer reviewed
Cummings, Oliver W.; Hoover, H. D. – Measurement and Evaluation in Counseling and Development, 1985
Presents a comparative review of the Iowa Tests of Basic Skills--Mathematics and the Stanford Diagnostic Mathematics Test. Performance of fifth- and sixth-grade students (N=548) on the two batteries was also compared. Results indicated the two tests measure essentially the same mathematics skills. (JAC)
Descriptors: Achievement Tests, Comparative Analysis, Educational Diagnosis, Elementary School Students
Attitudes Toward Standardized Achievement Tests and Their Relation to Achievement Test Performance.
Peer reviewed Peer reviewed
Karmos, Ann H.; Karmos, Joseph S. – Measurement and Evaluation in Counseling and Development, 1984
Examined the attitudes of 360 students in grades 6 through 9 toward standardized achievement tests. Results showed scores on the Stanford Achievement Test were significantly related to students' perceptions of individual effort, test importance, and the use schools make of test results. (JAC)
Descriptors: Achievement Tests, Elementary Secondary Education, Performance Factors, Sex Differences
Counselors' Test Use Practices: Indicators of the Adequacy of Measurement Training.
Peer reviewed Peer reviewed
Elmore, Patricia B.; And Others – Measurement and Evaluation in Counseling and Development, 1993
Surveyed counselors (n=672) about extent to which they incorporate basic principles of good testing practices in work and whether practices are learned in preservice education, in service training, or from reading ethical standards/guidelines. Found that many counselors engaged in good test use practices, adhering to many important test-use…
Descriptors: Counselor Training, Counselors, Elementary Secondary Education, Higher Education
My Vocational Situation: Its Relation to Concurrent Career and Future Academic Benchmarks.
Peer reviewed Peer reviewed
Healy, Charles C.; And Others – Measurement and Evaluation in Counseling and Development, 1990
Community college students' (n=662) scores on My Vocational Situation related modestly to some concurrent signs of career progress but did not predict grades or enrollment decisions, thereby calling into question the instrument's usefulness for prescription or evaluation, unless it is revised. (Author)
Descriptors: Achievement Tests, Career Development, Community Colleges, Evaluation Methods
Developing Guidance Competency Self-Efficacy Scales for High School and Middle School Students.
Peer reviewed Peer reviewed
Lapan, Richard T.; Gysbers, Norman C.; Multon, Karen D.; Pike, Gary R. – Measurement and Evaluation in Counseling and Development, 1997
Reports psychometric data supporting the development of statewide, norm-referenced guidance competency self-efficacy scales for middle and high school students. Results indicate that the scales provide useful data, meaning that they could be used to assess the impact of guidance curriculum activities on student development. (RJM)
Descriptors: Adolescents, Guidance, High School Students, Middle School Students