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Direct linkReyes-Reyes, Alejandro; Calzadilla-Núñez, Aracelis; Torres-Martínez, Pilar; Díaz-Calzadilla, Patricia; Pastén-Hidalgo, Wilson; Bracho-Milic, Fanny; Díaz-Narváez, Víctor – SAGE Open, 2021
Currently, the most common measurement of empathy is obtained using scales that offer a continuum between a minimum and a maximum value. The objectives of this study were to establish a norm and estimate cut-off points that would make it possible to assess the Jefferson Scale of Empathy (JSE) version for Health Professions students (HPS-version),…
Descriptors: Attitude Measures, Empathy, Psychometrics, Cutting Scores
Download full textPentimonti, Jill M.; Bowles, Ryan P.; Zucker, Tricia A.; Tambyraja, Sherine R.; Justice, Laura M. – Grantee Submission, 2021
Measuring the quality of classroom-based interactive shared book reading within the early childhood classroom represents a specific dimension of teacher-child interactions that is of great interest to researchers. This interest reflects decades of research demonstrating the benefit of reading to young children in both the home and the classroom.…
Descriptors: Standardized Tests, Test Construction, Construct Validity, Predictive Validity
Gygi, Jasmin T.; Ledermann, Thomas; Grob, Alexander; Rudaz, Myriam; Hagmann-von Arx, Priska – Journal of Psychoeducational Assessment, 2019
The Reynolds Intellectual Assessment Scales (RIAS) measures general intelligence and its two main components, verbal and nonverbal intelligence, each comprising of two subtests. The RIAS has been recently standardized in Denmark, Germany, Switzerland, and Spain. Using the standardization samples of the U.S. (n = 2,438), Danish (n = 983), German (n…
Descriptors: Factor Analysis, Factor Structure, Intelligence Tests, Verbal Ability
Parkin, Jason R.; Beaujean, A. Alexander; Firmin, Michael W.; Qiu, Xiao; Firmin, Ruth L. – Journal of Psychoeducational Assessment, 2018
In this study, we examined the factor structure, reliability, and external validity of scores from the Comprehensive Test of Nonverbal Intelligence-Second Edition (CTONI-2) using an independent sample of young adults currently enrolled in a postsecondary institution. Although the subtests appear to be measuring general intelligence, the aggregate…
Descriptors: Nonverbal Tests, Intelligence Tests, Factor Structure, Test Reliability
Barghaus, Katherine; Fantuzzo, John; LeBoeuf, Whitney; Henderson, Cassandra; Li, Feifei; McDermott, Paul – Early Education and Development, 2017
Research Findings: The aim of this study was to provide an initial investigation into the psychometric properties of the Problems in Classroom Engagement Scale (PCES). The PCES was designed and tested for district-wide use as part of the report card system for a large urban school district. The PCES was administered to all 1st-, 2nd-, and…
Descriptors: Classroom Environment, Learner Engagement, Program Validation, Psychometrics
Pentimonti, Jill M.; Zucker, Tricia A.; Justice, Laura M.; Petscher, Yaacov; Piasta, Shayne B.; Kaderavek, Joan N. – Early Childhood Research Quarterly, 2012
Participation in shared-reading experiences is associated with children's language and literacy outcomes, yet few standardized assessments of shared-reading quality exist. The purpose of this study was to describe the psychometric characteristics of the Systematic Assessment of Book Reading (SABR), an observational tool designed to characterize…
Descriptors: Test Validity, Construct Validity, Interrater Reliability, Factor Structure
Ross, G. Robert – 1977
A set of eight widely used inductive reasoning tests were investigated to determine whether or not they have different factorial structures. The eight inductive tests and three deductive tests, taken from the French Kit of Reference Tests for Cognitive Factors and the Watson-Glaser Critical Thinking Appraisal, were administered to 157 high school…
Descriptors: Abstract Reasoning, Cognitive Tests, Comparative Testing, Deduction
