College juniors (N=28) tested two versions of the Marshall Flotation Technique to obtain consistency of descriptive comments in rating themes compared with number and letter grades. High reliability estimates for all four pre and post-test groups and a significant decline from pre to post groups in number of comments resulted. (Author)

The four main approaches to measuring treatment effects in schools; raw gain, residual gain, covariance, and true scores; were compared. A simulation study showed true score analysis produced a large number of Type-I errors. When corrected for this error, this method showed the least power of the four. This outcome was clearly the result of the…