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Peer reviewedWalters, Lynda Henley; Klein, Alice E. – Educational and Psychological Measurement, 1980
Underlying constructs of the Nowicki-Strickland Locus of Control Scale for Children (NSLOCSC) were identified through factor analysis and cross-validated with two similar samples of high school students. The two resultant dimensions appeared to measure Social Control (six items) and Self Control (two items). (Author/GK)
Descriptors: Factor Analysis, Factor Structure, High Schools, Locus of Control
Peer reviewedBrown, James Dean – Modern Language Journal, 1980
Describes study comparing merits of exact answer, acceptable answer, clozentropy and multiple choice methods for scoring tests. Results show differences among reliability, mean item facility, discrimination and usability, but not validity. (BK)
Descriptors: Cloze Procedure, English (Second Language), Scoring, Second Language Learning
Peer reviewedHattie, J.; Watkins, D. – British Journal of Educational Psychology, 1981
The Internal Structure of the New Study Processes Questionnaire (Biggs, 1979) was investigated with samples of Australian and Filipino university students. The internal consistency reliabilities, item and subscale factor analysis, were quite favorable for the Australian sample; however, results indicated that the instrument may not be suitable for…
Descriptors: College Students, Cross Cultural Studies, Factor Structure, Student Motivation
Peer reviewedMardell-Czudnowski, Carol D. – Journal for Special Educators, 1980
The article describes the preschool screening test, "Developmental Indicators for the Assessment of Learning" (DIAL), and reviews research findings on the test from 1973 through 1978. It is concluded that the DIAL is maintaining relatively high levels of criterion-related validity (both concurrent and predictive) when compared to other…
Descriptors: Disabilities, Predictive Validity, Preschool Education, Preschool Tests
Peer reviewedSandoval, Jonathan – Journal of Abnormal Child Psychology, 1981
The object of the study was to investigate the effect of differences in format on the precision of teacher ratings and thus on the reliability and validity of two teacher rating scales of children's hyperactive behavior. Attributes assessed were motor restlssness, inattentiveness, impulsivity, and aggressiveness/emotional stability. (Author/DB)
Descriptors: Behavior Rating Scales, Elementary Secondary Education, Hyperactivity, Test Format
Peer reviewedTracey, Terence J.; Sedlacek, William E. – Journal of Counseling Psychology, 1980
Results showed that the error rate in the summary code for the revised edition of the self-directed search (SDS) was significantly lower than the error rate for the original SDS. High-point-code error rates between the two forms were similar. (Author)
Descriptors: Counseling Techniques, Followup Studies, Interest Inventories, Scoring
Peer reviewedPanton, James H. – Journal of Clinical Psychology, 1980
Inmates score significantly lower on the second edition (BETA II) than on the first edition (BETA I), regardless of the order of administration. BETA I score distributions were unaffected by the order of administration. BETA II score distributions depended on whether BETA II was administered first or second. (Author)
Descriptors: Comparative Testing, Institutionalized Persons, Intelligence Tests, Prisoners
Peer reviewedWallbrown, Fred H.; Fremont, Theodore – Psychology in the Schools, 1980
Findings support Koppitz's assertion that the total error score for the Bender Gestalt Test is stable and reliable. Working time is a relatively stable dimension of Bender performance, which may be of value in assessment activities. Perseveration and integration should not be used in differential diagnosis. (Author)
Descriptors: Children, Educational Diagnosis, Followup Studies, Psychological Testing
Peer reviewedMcKinley, Robert L.; Reckase, Mark D. – AEDS Journal, 1980
Describes tailored testing (in which a computer selects appropriate items from an item bank while an examinee is taking a test) and shows it to be superior to paper-and-pencil tests in such areas as reliability, security, and appropriateness of items. (IRT)
Descriptors: Adaptive Testing, Computer Assisted Testing, Higher Education, Program Evaluation
Peer reviewedHuynh, Huynh – Psychometrika, 1980
A procedure for estimating the rates of false positive and false negative classification in a mastery testing situation is described. Formulas and tables are described for the computations of the standard errors. (Author/JKS)
Descriptors: Cutting Scores, Error of Measurement, Mastery Tests, Screening Tests
Peer reviewedLoo, Robert; Wudel, Pam – Social Behavior and Personality, 1979
The fakeability of scales on the Eysenck Personality Questionnaire was estimated with a homogeneous sample of female undergraduates. The Questionnaire appeared to be moderately susceptible to faking, at least in the fake good condition. (Author)
Descriptors: Females, Foreign Countries, Personality Measures, Questionnaires
Peer reviewedCollins, Marcia E.; Barraga, Natalie C. – Journal of Visual Impairment and Blindness, 1980
The article reviews the Diagnostic Assessment Procedure and related facets of the evaluation process within the Program to Develop Efficiency in Visual Functioning. Basic assumptions, rationale for development, administration, interpretation, and use of the program are considered. (Author/PHR)
Descriptors: Diagnostic Tests, Educational Diagnosis, Program Descriptions, Program Development
Peer reviewedPorter, Gary L.; Binder, Dorothy M. – Journal of Learning Disabilities, 1981
To determine the intertest reliability of the Beery Developmental Test of Visual Motor Integration (VMI) and the Bender Visual Motor Gestalt Test (BGT), 64 six to nine year olds were administered both tests.
Descriptors: Elementary Education, Exceptional Child Research, Learning Disabilities, Perceptual Development
Peer reviewedTuma, June M.; Appelbaum, Alan S. – Educational and Psychological Measurement, 1980
Wechsler Intelligence Scale for Children-Revised (WISC-R) test-retest data with a six-month interval were obtained for 45 normal l0-year-old children. Verbal IQ estimates were stable, but significant practice effects were obtained on performance and full scale IQ estimates. Discussion focused on test readministration. (Author/RL)
Descriptors: Cognitive Measurement, Elementary Education, Intelligence Tests, Regression (Statistics)
Peer reviewedZentall, Sydney S.; Barack, Robin S. – Journal of Abnormal Child Psychology, 1979
High correlations were found suggesting excellent predictability between scales and considerable stability across time and rater. (Author/SBH)
Descriptors: Behavior Rating Scales, Elementary Education, Exceptional Child Research, Hyperactivity


