Research funders and policymakers increasingly focus on societal benefits of their investments in research. Research institutions thus face increasing pressure to demonstrate their societal impact to prove their legitimacy and worth. To this end, research institutions need reliable, quantitative methods to measure societal impact. This article…

The conventional focus of validity in educational measurement has been on intended interpretations and uses of test scores. Empirical studies of test use by teachers, administrators and policy-makers show that actual interpretations and uses of test scores in context are invariably shaped by local users' questions, which frequently require…

A growing body of research documents the positive outcomes of research experiences for undergraduates, including increased persistence in science. Study of undergraduate lab learning experiences has demonstrated that the design of the experience influences the extent to which students report ownership of the project and that project ownership is…

The ability to reason scientifically and communicate research appropriately is central to psychological literacy. Scientific research has little value unless scientists are able to convey results and their consequences clearly to others. In this study, we outline a method of assessing the development of psychological literacy in undergraduate…

Laboratory courses serve as important gateways to science, technology, engineering, and mathematics education. One of the challenges in assessing laboratory learning is to conduct meaningful and standardized practical exams, especially for large multisection laboratory courses. Laboratory practical exams in life sciences courses are frequently…

A novel statistical technique was used to look at the interactions of the reliabilities of personality measures with each other and with the personality scores themselves. (Author)

This document describes the breadth of the research that the ETS (Educational Testing Service) Research & Development division is conducting in 2010. This portfolio will be updated in early 2011 to reflect changes to existing projects and new projects that were added after this document was completed. The research described in this portfolio falls…

The results of this investigation support Watson's (1971) hypothesis that his Schizophrenia-Organicity scales might be valid discriminators of braindamaged and schizophrenic patients equated for degree of intellectual deficit. (Author)

To find evidence of generalizability of four interest factors established for tests within the Roe-Holland framework, factor scores derived from a Vocational Interest Inventory grounded in Roe's system were correlated with Strong-Campbell Occupational scale scores. For this sample of 300 counseling clients, a majority of the hypothesized relations…

The scales of the Self-Directed Search (SDS) correlate with the scales of the Kuder, the Thurstone Temperament Schedule, the Bennett Mechanical Comprehension Test, and the Minnesota Paper Form Board in predictable ways across three small samples of high school students. The results support the validity of the SDS. (Author)

The notion that response bias may spuriously influence categorical judgments on discrimination tasks with unequal response alternatives was investigated using the Wepman Auditory Discrimination Test. (Author)

Male patients complaining of impotence (N=32) were administered the Male Impotence Test (MIT) and the Minnesota Multiphasic Personality Inventory (MMPI). The results suggested that the MIT is without value for differentiating between psychogenic and biogenic impotence, whereas two rules from the MMPI appropriately classified 90 percent of the…

Seeks to determine convergent validity values and to compare intelligence estimates for three tests across various levels and ranges of intelligence. Results indicated that the use of the PPUT or DAP for determining intelligence of kindergarten children is unjustified. (Author/PC)

Scales of the Career Development Inventory correlated significantly with certainty of career goals for college students but not with the incorporation score. (Author)

The hypothesis was tested that subjects fake personality tests by enacting a specific social role, rather than by responding in terms of personality constructs, and that such role faking cannot be detected by validity scales. Results support the hypothesis. (Author)