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1

Academic Background and Admissions Test Scores as Predictors of College Mathematics Outcomes.  

ERIC Educational Resources Information Center

A limited number of studies have examined the relationship between admissions test scores, academic background, and college mathematics outcomes. This study investigated the predictive relationship between high school achievement, admissions test scores, selected demographic variables, and grade performance in college mathematics for 5,212 college…

Keeley, Edward J.; And Others

2

Neuropsychological test scores, academic performance, and developmental disorders in Spanish-speaking children.  

PubMed

Limited information is currently available about performance of Spanish-speaking children on different neuropsychological tests. This study was designed to (a) analyze the effects of age and sex on different neuropsychological test scores of a randomly selected sample of Spanish-speaking children, (b) analyze the value of neuropsychological test scores for predicting school performance, and (c) describe the neuropsychological profile of Spanish-speaking children with learning disabilities (LD). Two hundred ninety (141 boys, 149 girls) 6- to 11-year-old children were selected from a school in Bogotá, Colombia. Three age groups were distinguished: 6- to 7-, 8- to 9-, and 10- to 11-year-olds. Performance was measured utilizing the following neuropsychological tests: Seashore Rhythm Test, Finger Tapping Test (FTT), Grooved Pegboard Test, Children's Category Test (CCT), California Verbal Learning Test-Children's Version (CVLT-C), Benton Visual Retention Test (BVRT), and Bateria Woodcock Psicoeducativa en Español (Woodcock, 1982). Normative scores were calculated. Age effect was significant for most of the test scores. A significant sex effect was observed for 3 test scores. Intercorrelations were performed between neuropsychological test scores and academic areas (science, mathematics, Spanish, social studies, and music). In a post hoc analysis, children presenting very low scores on the reading, writing, and arithmetic achievement scales of the Woodcock battery were identified in the sample, and their neuropsychological test scores were compared with a matched normal group. Finally, a comparison was made between Colombian and American norms. PMID:11827093

Rosselli, M; Ardila, A; Bateman, J R; Guzmán, M

2001-01-01

3

The Relationship between Academic Averages of Primary School Science and Technology Class and Test Sub-Test Scores of Placement Test of Science  

ERIC Educational Resources Information Center

In this research, the relationship between written exam scores of science and technology class of 6th, 7th, and 8th grades, project, participation in class activities and performance work, year-end academic success point averages and sub-test raw scores of LDT science of 6th, 7th and 8th grades. Academic success point averages were used as…

Guzeller, Cem Oktay

2012-01-01

4

EAP Study Recommendations and Score Gains on the IELTS Academic Writing Test  

ERIC Educational Resources Information Center

|The IELTS test is widely accepted by university admissions offices as evidence of English language ability. The test is also used to guide decisions about the amount of language study required for students to satisfy admissions requirements. Guidelines currently published by the British Association of Lecturers in English for Academic Purposes…

Green, Anthony

2005-01-01

5

EAP study recommendations and score gains on the IELTS Academic Writing test  

Microsoft Academic Search

The IELTS test is widely accepted by university admissions offices as evidence of English language ability. The test is also used to guide decisions about the amount of language study required for students to satisfy admissions requirements. Guidelines currently published by the British Association of Lecturers in English for Academic Purposes (BALEAP) [Bool, H., Dunmore, D., Tonkyn, A., Schmitt, D.,

Anthony Green

2005-01-01

6

Predicting Academic Success of Engineering Students in Technical Drawing from Visualization Test Scores  

Microsoft Academic Search

While observing the di-culties of flrst-year engineering students toward learning technical drawing, taking into account the progressively reduced work time with them, and recognizing the importance of spatial aptitude in the engineeringprofession,wefeelthenecessitytoimprovetheteachingmethodologies inthissubject. Inouropinion,inordertoefiectivelyplanthedidacticprocess,itis necessarytodetectasearlyaspossiblethosestudentswhorequiremoreattention andsupport. This study proposes an investigation of a visualization psychometric test that could facilitate an early diagnosis concerning the academic performance of tech- nicaldrawingstudents. To

Gerardo Prieto Adanez; Angela Dias Velasco

2002-01-01

7

The Health Professions Admission Test (HPAT) score and leaving certificate results can independently predict academic performance in medical school: do we need both tests?  

PubMed

A recent study raised concerns regarding the ability of the health professions admission test (HPAT) Ireland to improve the selection process in Irish medical schools. We aimed to establish whether performance in a mock HPAT correlated with academic success in medicine. A modified HPAT examination and a questionnaire were administered to a group of doctors and medical students. There was a significant correlation between HPAT score and college results (r2: 0.314, P = 0.018, Spearman Rank) and between leaving cert score and college results (r2: 0.306, P = 0.049, Spearman Rank). There was no correlation between leaving cert points score and HPAT score. There was no difference in HPAT score across a number of other variables including gender, age and medical speciality. Our results suggest that both the HPAT Ireland and the leaving certificate examination could act as independent predictors of academic achievement in medicine. PMID:21560500

Halpenny, D; Cadoo, K; Halpenny, M; Burke, J; Torreggiani, W C

8

Relationships between Language Background, Secondary School Scores, Tutorial Group Processes, And Students’ Academic Achievement in PBL: Testing a Causal Model  

Microsoft Academic Search

Little is known about the influence of language background in problem-based learning (PBL) tutorial groups on group processes and students’ academic achievement. This study investigated the relationship between language background, secondary school score, tutorial group processes, and students’ academic achievement in PBL. A validated tutorial group effectiveness questionnaire was administered to undergraduate medical students in a PBL curriculum at the

Veena S. Singaram; Cees P. M. van der Vleuten; Arno M. M. Muijtjens; Diana H. J. M. Dolmans

2012-01-01

9

Evaluating Analytic Scoring for the TOEFL[R] Academic Speaking Test (TAST) for Operational Use  

ERIC Educational Resources Information Center

|This study explores the utility of analytic scoring for TAST in providing useful and reliable diagnostic information for operational use in three aspects of candidates' performance: delivery, language use and topic development. One hundred and forty examinees' responses to six TAST tasks were scored analytically on these three aspects of speech.…

Xi, Xiaoming

2007-01-01

10

Evaluating Analytic Scoring for the TOEFL[R] Academic Speaking Test (TAST) for Operational Use  

ERIC Educational Resources Information Center

This study explores the utility of analytic scoring for TAST in providing useful and reliable diagnostic information for operational use in three aspects of candidates' performance: delivery, language use and topic development. One hundred and forty examinees' responses to six TAST tasks were scored analytically on these three aspects of speech. G…

Xi, Xiaoming

2007-01-01

11

Touchdowns and test scores: exploring the relationship between athletics and academics  

Microsoft Academic Search

This article examines the relationship between college football success and SAT scores using an updated data series on football winning percentages. The finding here of a positive and significant relationship supports the idea that collegiate athletics, namely football, serves the institution's admissions process. Selective institutions are able to enhance the quality of their student populations. ?Some studies (e.g. Tucker, 1992;

F. G. Mixon; L. J. TreviÑO; T. C. Minto

2004-01-01

12

Significance of Academic Merit, Test Scores, Interviews and the Admissions Process: A Case Study  

Microsoft Academic Search

The purpose of this study was to: (i) offer a model for admissions to colleges not using a weighted aver- age formula; (ii) test the consistency of the model in the admission process; and (iii) test the model's pre- dictive validity. Data from 274 applicants were used in the study. Discriminant analysis was used to test the predictive models. A

Patrick C. Hardigan; L. Leanne Lai; Dean Arneson; Andrew Robeson

13

Prediction of productivity from personality test scores  

Microsoft Academic Search

Investigated the relationship between the quantity of nonacademic achievements and personality test scores. The total nonacademic score-the dependent variable-was derived from 9 nonacademic achievement scales on the American College Test. The predictor variables consisted of 14 scale scores from the Omnibus Personality Inventory (OPI) and 1 academic aptitude measure. The relationship between the predictor and dependent variables was analyzed by

Charles F. Elton; Harriett A. Rose

1974-01-01

14

Analysis of WISC-III, Stanford-Binet:IV, and Academic Achievement Test Scores in Children with Autism  

Microsoft Academic Search

Nonverbal IQs were greater than verbal IQs for young children (3–7 years of age) on the Stanford-Binet:IV (n = 53). However, WISC-III verbal and nonverbal IQs were similar for older children, 6–15 years of age (n = 63). Stanford-Binet:IV profiles were generally consistent for the low-IQ (<80) and high-IQ (=80) groups, with high scores on visual matching tests (Bead Memory

Susan Dickerson Mayes; Susan L. Calhoun

2003-01-01

15

The family, neuroscience, and academic skills: An interdisciplinary account of social class gaps in children's test scores.  

PubMed

Current explanations of social class gaps in children's early academic skills tend to focus on non-cognitive skills that more advantaged children acquire in the family. Accordingly, social class matters because the cultural resources more abundant in advantaged families cultivate children's repertories and tool kits, which allow them to more easily navigate social institutions, such as schools. Within these accounts, parenting practices matter for children's academic success, but for seemingly arbitrary reasons. Alternatively, findings from current neuroscience research indicate that family context matters for children because it cultivates neural networks that assist in learning and the development of academic skills. That is, children's exposure to particular parenting practices and stimulating home environments contribute to the growth in neurocognitive skills that affect later academic performance. We synthesize sociological and neuroscience accounts of developmental inequality by focusing on one such skill-fine motor skills-to illustrate how family context alters children's early academic performance. Our findings support an interdisciplinary account of academic inequality, and extend current accounts of the family's role in the transmission of social inequality. PMID:23347487

Potter, Daniel; Mashburn, Andrew; Grissmer, David

2012-09-25

16

Greater years of maternal schooling and higher scores on academic achievement tests are independently associated with improved management of child diarrhea by rural Guatemalan mothers.  

PubMed

Appropriate home management can alleviate many of the consequences of diarrhea including malnutrition, impaired development, growth faltering, and mortality. Maternal cognitive ability, years of schooling, and acquired academic skills are hypothesized to improve child health by improving maternal child care practices, such as illness management. Using information collected longitudinally in 1996-1999 from 466 rural Guatemalan women with children <36 months, we examined the independent associations between maternal years of schooling, academic skills, and scores on the Raven's Progressive Matrices and an illness management index (IMI). Women scoring in the lowest and middle tertiles of academic skills scored lower on the IMI compared to women in the highest tertile (-0.24 [95% CI: -0.54, 0.07]; -0.30 [95% CI: -0.54, -0.06], respectively) independent of sociodemographic factors, schooling, and Raven's scores. Among mothers with less than 1 year of schooling, scoring in the lowest tertile on the Raven's Progressive Matrices compared to the highest was significantly associated with scoring one point lower on the IMI (-1.18 [95% CI: -2.20, -0.17]). Greater academic skills were independently associated with maternal care during episodes of infant diarrhea. Schooling of young girls and/or community based programs that provide women with academic skills such as literacy, numeracy and knowledge could potentially improve mothers' care giving practices. PMID:19685178

Webb, Aimee L; Ramakrishnan, Usha; Stein, Aryeh D; Sellen, Daniel W; Merchant, Moeza; Martorell, Reynaldo

2010-09-01

17

Teacher Greetings Increase College Students' Test Scores  

ERIC Educational Resources Information Center

|The current study is an extension of a previous investigation dealing with teacher greetings to students. The present investigation used teacher greetings with college students and academic performance (test scores). We report data using university students and in-class test performance. Students in introductory psychology who received teachers'…

Weinstein, Lawrence; Laverghetta, Antonio; Alexander, Ralph; Stewart, Megan

2009-01-01

18

Relationship of TOEFL iBT[R] Scores to Academic Performance: Some Evidence from American Universities  

ERIC Educational Resources Information Center

|This study examined the relationship between scores on the TOEFL Internet-Based Test (TOEFL iBT[R]) and academic performance in higher education, defined here in terms of grade point average (GPA). The academic records for 2594 undergraduate and graduate students were collected from 10 universities in the United States. The data consisted of…

Cho, Yeonsuk; Bridgeman, Brent

2012-01-01

19

Bridging the Gap through Academic Intervention Programs: A Quantitative Study of the Efficacy of the Health Sciences and Technology Academy (HSTA) on Underrepresented Students' State Standardized Test Scores  

ERIC Educational Resources Information Center

|The purpose of the quantitative research study was to determine if participation in the Health Sciences and Technology Academy (HSTA) led to significant differences in the math and reading/language arts scores on the West Virginia Educational Standards Test 2 (WESTEST 2), between students who participated in the program compared to students who…

Smith, Feon M.

2012-01-01

20

Item Bias and Test Scores.  

ERIC Educational Resources Information Center

The connection between item bias and test scores was investigated using a simulation approach. Two samples of hypothetical examinees were simulated using an item response theory model. The two samples were identical, except that the mean theta value 1 sample was 5 less than the other. The simulated tests consisted of 50 items with characteristics…

Scheuneman, Janice Dowd

21

Academic Performance and Intelligence Scores of Primary School-aged Children with Sickle Cell Anemia.  

PubMed

Children with sickle cell anemia (SCA) are faced with complications which may interfere with their educational activities including academic performance. Reports on their academic performance are mainly from developed countries and the results have been inconsistent. This study aimed to determine the academic performance of primary school-aged children with SCA in Nigeria and compare findings with a group of controls. Ninety children with SCA aged 5-11 years were consecutively recruited at the SCA clinic of UNTH Enugu and their age- and sex-matched normal classmates were enrolled as controls. Academic performance of the children with SCA was studied using the overall scores achieved in the three term examinations in the preceding academic year (2009/2010), while their intelligence quotient (IQ) was determined using the Draw-A-Person Test. The findings were compared with that of 90 controls. The mean overall academic score of the children with SCA of 62.71 ± 19.43% was similar to 67.47 ± 16.42% in the controls (P = .077). However, a significantly higher number of children with SCA (32.2% vs. 16.7% of the controls; P = .015) scored below 50%, thus, had poor performance. The mean IQ of the subjects (91.41 ±16.61%) was similar to that of the controls (95.56 ±17.31%, P = .103). However, more SCA patients had lower IQ scores than controls though not statistically significant (P = 0.083). The overall academic performance of children with SCA, therefore, compares favorably with that of controls although there is a higher prevalence of poor performance among them. PMID:24088069

Ezenwosu, Osita; Emodi, Ifeoma; Ikefuna, Anthony; Chukwu, Barth

2013-10-02

22

More than Just Test Scores  

ERIC Educational Resources Information Center

|Around the world we hear considerable talk about creating world-class schools. Usually the term refers to schools whose students get very high scores on the international comparisons of student achievement such as PISA or TIMSS. The practice of restricting the meaning of exemplary schools to the narrow criterion of achievement scores is usually…

Levin, Henry M.

2012-01-01

23

More than Just Test Scores  

ERIC Educational Resources Information Center

Around the world we hear considerable talk about creating world-class schools. Usually the term refers to schools whose students get very high scores on the international comparisons of student achievement such as PISA or TIMSS. The practice of restricting the meaning of exemplary schools to the narrow criterion of achievement scores is usually…

Levin, Henry M.

2012-01-01

24

Interpreting Scores from Standardized Achievement Tests.  

ERIC Educational Resources Information Center

Uses of the variety of scores generated by standardized achievement tests are discussed. Desirable characteristics of scales, raw score scales, percent of correct items, percentile ranks, grade equivalents, normal curve equivalents, and scale scores are considered. The various meanings and purposes of each type of score are discussed. It is…

Green, Donald Ross

25

Statistics Scores and Testing Time.  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the relationship between the scores students earned on their statistics final examinations and the number of minutes students required to complete the exams. In a previous study, K. Bridges (1985) extended the range of interest in this relationship from a single study to a course-based series, examining…

Kennedy, Robert L.; McCallister, Corliss J.

26

Patterns of change in personality test scores  

Microsoft Academic Search

Investigated the pattern of change occurring in personaltiy test scores for a sample of 130 college females. It was predicted that degree of change would be related to (1) ability measures, (2) original status in personality test scores, and (3) college majors. Although significant differences were found between 3 groups of Ss in degree of change, none of the predictions

Charles F. Elton

1969-01-01

27

Equating Scores from Adaptive to Linear Tests  

ERIC Educational Resources Information Center

Two local methods for observed-score equating are applied to the problem of equating an adaptive test to a linear test. In an empirical study, the methods were evaluated against a method based on the test characteristic function (TCF) of the linear test and traditional equipercentile equating applied to the ability estimates on the adaptive test

van der Linden, Wim J.

2006-01-01

28

Do Examinees Understand Score Reports for Alternate Methods of Scoring Computer Based Tests?  

ERIC Educational Resources Information Center

|This study assessed the interpretability of scaled scores based on either number correct (NC) scoring for a paper-and-pencil test or one of two methods of scoring computer-based tests: an item pattern (IP) scoring method and a method based on equated NC scoring. The equated NC scoring method for computer-based tests was proposed as an alternative…

Whittaker, Tiffany A.; Williams, Natasha J.; Dodd, Barbara G.

2011-01-01

29

Evaluating Academic Journals Using Impact Factor and Local Citation Score  

ERIC Educational Resources Information Center

|This study presents a method for journal collection evaluation using citation analysis. Cost-per-use (CPU) for each title is used to measure cost-effectiveness with higher CPU scores indicating cost-effective titles. Use data are based on the impact factor and locally collected citation score of each title and is compared to the cost of managing…

Chung, Hye-Kyung

2007-01-01

30

Intelligence Test Scores and Business Success  

Microsoft Academic Search

One hundred and two business men attending the Babson Statistical Conference at Wellesley Hills took the Bureau of Personnel Research Test VI. The correlation of the years spent in school and the test score was .44. The questions arose: Does outstanding success in business depend primarily on intelligence? To what extent may it be assumed that the brighter a man

W. V. Bingham; W. T. Davis

1924-01-01

31

The Reliability and Validity of Zimbardo Time Perspective Inventory Scores in Academically Talented Adolescents  

ERIC Educational Resources Information Center

|In this study, the authors examined the reliability, structural validity, and concurrent validity of Zimbardo Time Perspective Inventory (ZTPI) scores in a group of 815 academically talented adolescents. Reliability estimates of the purported factors' scores were in the low to moderate range. Exploratory factor analysis supported a five-factor…

Worrell, Frank C.; Mello, Zena R.

2007-01-01

32

The Black-White Test Score Gap.  

ERIC Educational Resources Information Center

|The 15 chapters of this book address issues related to the continuing test score gap between black and white students. The editors argue against traditional explanations which emphasize differences in economic resources and demographic factors, and they urge that more emphasis be put on psychological and cultural factors. The book suggests…

Jencks, Christopher, Ed.; Phillips, Meredith, Ed.

33

Test Anxiety and Academic Delay of Gratification  

ERIC Educational Resources Information Center

The present study examined the relationship between college students' willingness to delay gratification, motivation, self-regulation of learning, and their level of test anxiety (N = 364). Academic delay of gratification refers to students' postponement of immediately available opportunities to satisfy impulses in favor of pursuing academic

Bembenutty, Hefer

2009-01-01

34

Academic Performance in Four Study Programmes: A Comparison of Students Admitted on the Basis of GPA and SweSAT Scores, with and without Credits for Work Experience.  

ERIC Educational Resources Information Center

|The academic performance of 840 Swedish college students in four study programs was observed for three years. Students were divided into those admitted on the basis of grade point average (GPA), Swedish Scholastic Aptitude Test (SweSAT) scores, and SweSAT scores plus work experience. The last group was less successful than the other two. (SLD)|

Henriksson, Widar; Wolming, Simon

1998-01-01

35

CLAST: College Level Academic Skills Test. Test Administration Plan, 1985-86.  

ERIC Educational Resources Information Center

This test administration plan sets forth the terms and conditions which govern the administration of the College Level Academic Skills Test (CLAST), an instrument designed to measure the achievement of the communication and computation skills expected of all students by the time they complete their sophomore year. CLAST scores are required of all…

Florida State Dept. of Education, Tallahassee.

36

CLAST: College Level Academic Skills Test. Test Administration Plan, 1983-84.  

ERIC Educational Resources Information Center

This test administration plan sets forth the terms and conditions governing the administration of the College Level Academic Skills Test (CLAST), an instrument designed to measure the achievement of the communication and computation skills expected of all students by the time they complete their sophomore year. CLAST scores are required of all…

Florida State Dept. of Education, Tallahassee.

37

Admission Scores as a Predictor of Academic Success in the Fiji School of Medicine  

ERIC Educational Resources Information Center

|Secondary education in Fiji ends with the Form 7 examination. Predictive validity for academic success of Form 7 scores which form the basis for admission into the Bachelor of Medicine Bachelor of Surgery programme of the Fiji School of Medicine was examined via a cohort of 129 students. Success rates for year 1 in 2008, 2009, and 2010 were 90.7…

Ezeala, Christian C.; Swami, Niraj S.; Lal, Nilesh; Hussain, Shagufta

2012-01-01

38

Short-answer questions and formula scoring separately enhance dental student academic performance.  

PubMed

In this study, numerical course scores of second-year dental students in four successive classes in an oral and maxillofacial pathology course were compared. While the course content and teaching methods were essentially unchanged throughout the four years, two modest departures from the sole use of multiple-choice format questions were made in the assessment of student achievements. The modifications consisted of creating a more challenging examination procedure through the inclusion of un-cued short-answer format questions and the institution of correction-for-guessing scoring on multiple-choice examinations. Academically, the students in the four classes were comparable, as indicated by their respective numerical course score distributions in a prerequisite general pathology course in which the course content was unchanged, and all multiple-choice format questions were used to assess student academic achievements. This four-year study demonstrated that two qualitative changes in the educational environment-utilization of un-cued short-answer questions and correction for guessing scoring of multiple-choice questions-separately resulted in significant improvements in student course scores. Our results support the notion that, without any changes in curricular content or emphasis, combinations of qualitative changes in the assessment procedures alter student behavior and, as a consequence, appreciably improve their academic achievements. PMID:22550108

Pinckard, R Neal; McMahan, C Alex; Prihoda, Thomas J; Littlefield, John H; Jones, Anne Cale

2012-05-01

39

Gains in Standardized Test Scores: Evidence of Diminishing Returns to Achievement  

ERIC Educational Resources Information Center

|In many states, standardized tests are used to hold schools accountable for student academic achievement. To motivate improvement in test scores, financial awards are given to teachers and administrators in schools that show the greatest gains. However, failure to adjust for initial conditions may put awards out of the reach of some schools and…

Driscoll, Donna; Halcoussis, Dennis; Svorny, Shirley

2008-01-01

40

Patterns of change in scholastic aptitude test performance among academically talented adolescents  

Microsoft Academic Search

The Schalastic Aptitude Test (SAT) scores of 640 gifted adolescents attending an academic summer residential program were analyzed. Of special interest were the scores of 169 (26.4%) students who had taken the test more than once. Average test? retest score gains were large — 89.8 points on the math, and 70.2 points on the verbal portions of the SAT. Growth

Paul J. Brounstein; William Holahan

1987-01-01

41

The Registered Holistic Scoring Method for Scoring Student Essays. New Jersey's Statewide Testing System High School Proficiency Test.  

ERIC Educational Resources Information Center

The Registered Holistic Scoring Method, which has been used for one year to score the ninth grade writing test of the New Jersey High School Proficiency Test, is described. Registered Holistic Scoring was developed from the previous holistic approach in order to provide more reliable scoring guidelines year after year. Two trained evaluators…

Bloom, Diane S.

42

Predicting College Success with High School Grades and Test Scores: Limitations for Minority Students  

ERIC Educational Resources Information Center

|Using a sample of 522 students at a Lutheran university in the Southwestern United States, researchers examined differences in the predictive strength of high school grades and standardized test scores for student involvement, academic achievement, retention, and satisfaction. Findings indicate that high school grades are stronger predictors of…

Hoffman, John L.; Lowitzki, Katie E.

2005-01-01

43

Beyond Test Scores: Leading Indicators for Education  

ERIC Educational Resources Information Center

|"Leading indicators"--indicators that provide early signals of progress toward academic achievement--enable education leaders, especially at the central office level in a school district, to make more strategic and less reactive decisions about services and supports to improve student learning. These indicators are a way of viewing and using data…

Foley, Ellen; Mishook, Jacob; Thompson, Joanne; Kubiak, Michael; Supovitz, Jonathan; Rhude-Faust, Mary Kaye

2008-01-01

44

The Influence of Special Education Experience and Gender of Juvenile Offenders on Academic Achievement Scores in Reading, Language, and Mathematics.  

ERIC Educational Resources Information Center

A study examined the types and extent of academic deficiencies of 130 adolescents held in a regional detention facility. Most participants' achievement scores in reading, language, and mathematics were below their grade-level placements, students with experience in special education scored lower than other offenders, and males scored lower than…

Zabel, Robert H.; Nigro, Frank A.

2001-01-01

45

Estimating Total-Test Scores from Partial Scores in a Matrix Sampling Design.  

ERIC Educational Resources Information Center

The present study compared six methods, two of which utilize the content structure of items, to estimate total-test scores using 450 students and 60 items of the 110-item Stanford Mental Arithmetic Test. Three methods yielded fairly good estimates of the total-test score. (Author/RL)

Sachar, Jane; Suppes, Patrick

1980-01-01

46

Transiency, Test Scores, and the Public: One School District's Story  

ERIC Educational Resources Information Center

|Research documents that transient students who change schools frequently oftensuffer from low academic achievement. This article investigates standardized group measures by disentangling elementary achievement scores. Located in a highly transient area outside of Philadelphia, Pennsylvania, Main Street School had their fifth grade Pennsylvania…

Sanderson, D.R.

2004-01-01

47

Teacher-child relationships and academic achievement: A multilevel propensity score model approach.  

PubMed

A robust body of research finds positive cross-sectional and longitudinal associations between teacher-child relationships and children's academic achievement in elementary school. Estimating the causal effect of teacher-child relationships on children's academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher-child relationships in kindergarten on math and reading achievement during children's transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher-child relationships in kindergarten on math achievement in first grade. No significant effects of teacher-child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed. PMID:24060063

McCormick, Meghan P; O'Connor, Erin E; Cappella, Elise; McClowry, Sandee G

2013-05-24

48

Does Test Preparation Work? Implications for Score Validity  

ERIC Educational Resources Information Center

|This article reports an empirical study that examined the pattern of test preparation for College English Test Band 4 (CET4) and the differential effects of test preparation practices on its scores, thereby drawing implications for CET4 score validity. Data collection involved 1,003 test takers of CET4. A pretest was administered at the beginning…

Xie, Qin

2013-01-01

49

Test scores and efficiency ratings of machinists  

Microsoft Academic Search

Supervisors and assistant supervisors rated 174 machinists on 4 job traits––quality of performance, quantity of performance, rate of learning, and job knowledge. All men rated were administered the Adult Placement Test (mental alertness test developed by the author), the Bennett Mechanical Comprehension Test, the Revised Minnesota Paper Form Board Test, and the Mac-Quarrie Mechanical Aptitude Test. The Adult Placement Test

Rose G. Anderson

1947-01-01

50

Science Teacher Efficacy and Outcome Expectancy as Predictors of Students' End-of-Instruction (EOI) Biology I Test Scores  

ERIC Educational Resources Information Center

|The purpose of this study was to compare teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the statewide End-of-Instruction (EOI) Biology I test met or exceeded the state academic proficiency level (Proficient Group) to teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on…

Angle, Julie; Moseley, Christine

2009-01-01

51

Reliability of Total Test Scores When Considered as Ordinal Measurements  

ERIC Educational Resources Information Center

|This article studies the ordinal reliability of (total) test scores. This study is based on a classical-type linear model of observed score (X), true score (T), and random error (E). Based on the idea of Kendall's tau-a coefficient, a measure of ordinal reliability for small-examinee populations is developed. This measure is extended to large…

Biswas, Ajoy Kumar

2006-01-01

52

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Nevada  

ERIC Educational Resources Information Center

|This paper profiles Nevada's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP increased in grade 8 reading and math. Average annual gains were larger on the state test than on NAEP in both subjects. Trends in average (mean) test scores

Center on Education Policy, 2010

2010-01-01

53

Estimating Total-test Scores from Partial Scores in a Matrix Sampling Design.  

ERIC Educational Resources Information Center

It is sometimes desirable to obtain an estimated total-test score for an individual who was administered only a subset of the items in a total test. The present study compared six methods, two of which utilize the content structure of items, to estimate total-test scores using 450 students in grades 3-5 and 60 items of the ll0-item Stanford Mental…

Sachar, Jane; Suppes, Patrick

54

Measuring the Appropriateness of Multiple-Choice Test Scores.  

ERIC Educational Resources Information Center

Appropriateness indexes (statistical formulas) for detecting suspiciously high or low scores on aptitude tests were presented, based on a simulation of the Scholastic Aptitude Test (SAT) with 3,000 simulated scores--2,800 normal and 200 suspicious. The traditional index--marginal probability--uses a model for the normal examinee's test-taking…

Levine, Michael V.; Rubin, Donald B.

55

The Generalizability of Motivation Filtering in Improving Test Score Validity  

ERIC Educational Resources Information Center

Accountability for educational quality is a priority at all levels of education. Low-stakes testing is one way to measure the quality of education that students receive and make inferences about what students know and can do. Aggregate test scores from low-stakes testing programs are suspect, however, to the degree that these scores are influenced…

Wise, Vicki L.; Wise, Steven L.; Bhola, Dennison S.

2006-01-01

56

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Arkansas  

ERIC Educational Resources Information Center

|This paper profiles Arkansas's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) went up in math at grades 4 and 8. In reading, the percentages scoring proficient on the state test went up…

Center on Education Policy, 2010

2010-01-01

57

Empathy test scores of union leaders  

Microsoft Academic Search

This article presents evidence pertaining to the validity and reliability of a recently devised test designed to assess empathic or massempathic ability. The Empathy Test employing a ranking technique is composed of three parts: I. various types of music, II. titles of 15 current well-known magazines. III. ten commonly annoying experiences. Subjects used in this validation were 64 business agents

Raymond H. Van Zelst

1952-01-01

58

Using the Attention Network Test to predict driving test scores.  

PubMed

Driving is a complex multi-factorial task that taps underlying mechanisms of cognition and attention. Not surprisingly, therefore, many tests of cognition and attention are significantly associated with driving outcomes. In this article, we introduce driving researchers and clinicians with an interest in driving to the Attention Network Test (ANT), which to our knowledge has not previously been used in driving research. It is a recently developed test that is based on a neural network model of the human attention system. It combines elements of Posner's cuing paradigm [Posner, M.I., 1980. Orienting of attention. Quarterly Journal of Experimental Psychology 32, 3-25.] with the Eriksen & Eriksen flanker task [Eriksen, B.A., Eriksen, C.W., 1974. Effects of noise letters upon the identification of a target letter in a nonsearch task. Perception & Psychophysics 16, 143-149.], and provides measures of three distinct functions of attention: alerting, orienting, and executive function. Our results demonstrate that the ANT has very good concurrent validity with the Useful Field of View (UFOV), and that it is comparable to UFOV in its ability to predict road test scores for a simulated drive. These findings suggest that further investigation of the usefulness of the ANT as a tool for driving researchers and clinicians is merited. PMID:19114140

Weaver, Bruce; Bédard, Michel; McAuliffe, Jim; Parkkari, Marie

2008-10-11

59

Pictures Speak Louder than Test Scores.  

ERIC Educational Resources Information Center

The Goodenough-Harris Draw-a-Person Test, if given at regular intervals during periods of remediation, may show clear evidence of improvement in behavior and attitude of learning disabled students. (CL)

McCabe, Deborah; Hilmo, Joellen

1985-01-01

60

Fuzzy Math: A Meditation on Test Scoring  

ERIC Educational Resources Information Center

|As a public school English teacher, the author observes standardized testing season each year with a sort of grim fascination. "So this is it," she thinks as she paces around her silent classroom, peering over kids' shoulders at articles about parasailing. Line graphs tracking the rainfall in Tulsa. Parts of speech. Functions of "x." "These are…

Jacks, Meredith

2011-01-01

61

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Texas  

ERIC Educational Resources Information Center

|This paper profiles Texas' test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in reading at grades 4 and 8 and in math at grade 8. In grade 4 math, however, the percentage scoring

Center on Education Policy, 2010

2010-01-01

62

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Wisconsin  

ERIC Educational Resources Information Center

|This paper profiles Wisconsin's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in math at grades 4 and 8 and in reading at grade 8. In grade 4 reading, the percentage scoring

Center on Education Policy, 2010

2010-01-01

63

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Ohio  

ERIC Educational Resources Information Center

|This paper profiles Ohio's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 reading and grade 8 math. In grade 8 reading, the percentage of students scoring proficient…

Center on Education Policy, 2010

2010-01-01

64

Making Sense of Test Scores. Assessment Brief. Number 10  

ERIC Educational Resources Information Center

|It is challenging for parents and the general public to make sense of the reports on test scores that appear in the mass media. This article offers some things for readers to consider as they bring a critical eye to what is read in the papers. Usually reports on test scores in the media are quite short and focus on one or two aspects of test

Bergman, Lincoln

2004-01-01

65

Missing the Mark: What Test Scores Really Tell Us  

ERIC Educational Resources Information Center

|State test scores administered for accountability purposes are regularly used to adjust instruction in nuanced ways. This is no accident--No Child Left Behind demanded that students' scores be returned quickly to teachers in order that this might be the case, and the idea of data-driven decision making continues as one way the promise of…

Tanner, John R.

2011-01-01

66

Evaluating the Predictive Validity of Graduate Management Admission Test Scores  

Microsoft Academic Search

Admissions data and first-year grade point average (GPA) data from 11 graduate management schools were analyzed to evaluate the predictive validity of Graduate Management Admission Test® (GMAT®) scores and the extent to which predictive validity held across sex and race\\/ethnicity. The results indicated GMAT verbal and quantitative scores had substantial predictive validity, accounting for about 16% of the variance in

Stephen G. Sireci; Eileen Talento-Miller

2006-01-01

67

Effects of Coaching on GRE Aptitude Test Scores.  

ERIC Educational Resources Information Center

After adjusting for different background characteristics of students, effects on test scores were related to the length and type of test coaching programs offered. The data suggest that the test item types in the Graduate Record Examination General Test appear to show little susceptibility to formal coaching experiences. (Author/DWH)

Powers, Donald E.

1985-01-01

68

Student Academic Support: A Validity Test  

Microsoft Academic Search

Given the significant support system changes that students often experience at the university level, college students often view fellow students as their primary source of academic support. This study offers validity evidence for the Student Academic Support Scale (SASS), a 15-item, multidimensional measure that assesses informational, esteem, motivational, and venting support. Confirmatory factor analysis (CFA) of the SASS revealed close

Joseph P. Mazer; Blair Thompson

2011-01-01

69

Resistance Training Increases the Variability of Strength Test Scores.  

National Technical Information Service (NTIS)

Informal observations made while conducting a meta-analysis of resistance training programs suggested that the between-person variation in strength test scores is greater after training than before. This study treated the informal observation as a hypothe...

A. C. Barnard J. R. Vickers L. K. Hervig

2009-01-01

70

Wage and Test Score Dispersion: Some International Evidence.  

ERIC Educational Resources Information Center

|Compares the distribution of test scores at age 13 in 1964 and 1982 and wages later in life across 11 countries. Finds that wage dispersion later in life is never greater than test-score dispersion. For three countries (U.S., UK, and Japan), finds evidence of skill-biased changes in wage dispersion between the early 1970s and the late 1980s.…

Bedard, Kelly; Ferrall, Christopher

2003-01-01

71

The Effect of Background Music on Reading Comprehension Test Scores  

Microsoft Academic Search

The purpose of this study was to investigate the effect of background music on reading comprehension. Would the playing of background music positively affect the scores on a reading comprehension test?\\u000aA statistical analysis of pretest scores from the Degree of Reading Power test revealed that both classes were of equal reading ability at the onset of the study.\\u000aThe

Ann S. DeMers

1996-01-01

72

Distinctive Feature Scoring of the California Consonant Test.  

ERIC Educational Resources Information Center

The study evaluated a distinctive feature scoring technique for List 1 of the California Consonant Test for the purpose of improving test reliability in this test used to identify errors in speech recognition made by adult listeners (N=50) with high frequency sensorineural hearing loss. (DB)

Feeney, M. Patrick

1990-01-01

73

Interpreting Test Scores: More Complicated than You Think  

ERIC Educational Resources Information Center

|As more colleges move to "test optional" admissions policies, the debate over the utility and interpretation of standardized-test scores continues. In this article, the author interviews Daniel Koretz, a professor of education at Harvard University and author of "Measuring Up: What Educational Testing Really Tells Us". Koretz shares his thoughts…

Tully, Susannah

2008-01-01

74

The Uses and Misuses of Test Scores: Technical Assistance Perspective.  

ERIC Educational Resources Information Center

|The uses and misuses of standardized test results used for program evaluation as seen by a staff member of an Elementary Secondary Education Act (ESEA) Title I Technical Assistance Center are described. In ESEA Title I, test scores are used to select students for the program. Although federal requirements do not require using standardized test

Echternacht, Gary

75

The impact of prepregnancy obesity on children's cognitive test scores.  

PubMed

To examine the association between maternal prepregnancy obesity and cognitive test scores of children at early primary school age. A descriptive observational design was used. Study subjects consist of 3,412 US children aged 60-83 months from the National Longitudinal Survey of Youth 1979 Mother and Child Survey. Cognitive test scores using the Peabody Individual Achievement Test reading recognition and mathematics tests were used as the outcomes of interest. Association with maternal prepregnancy obesity was examined using the ordinary least square regression controlling for intrauterine, family background, maternal and child factors. Children of obese women had 3 points (0.23 SD units) lower peabody individual achievement test (PIAT) reading recognition score (p = 0.007), and 2 points (0.16 SD units) lower PIAT mathematics scores (p < 0.0001), holding all other factors constant. As expected, cognitive test score was associated with stimulating home environment (reading: ? = 0.15, p < 0.0001, and math: ? = 0.15, p < 0.0001), household income (reading: ? = 0.03, p = 0.02 and math: ? = 0.04, p = 0.004), maternal education (reading: ? = 0.42, p = 0.0005, and math: ? = 0.32, p = 0.008), and maternal cognitive skills (reading: ? = 0.11, p < 0.0001, and math: ? = 0.09, p < 0.0001). There was a significant association between maternal prepregnancy obesity and child cognitive test scores that could not be explained by other intrauterine, family background, maternal, and child factors. Children who live in disadvantaged postnatal environments may be most affected by the effects of maternal prepregnancy obesity. Replications of the current study using different cohorts are warranted to confirm the association between maternal prepregnancy obesity and child cognitive test scores. PMID:22350633

Tanda, Rika; Salsberry, Pamela J; Reagan, Patricia B; Fang, Muriel Z

2013-02-01

76

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. North Dakota  

ERIC Educational Resources Information Center

|This paper profiles North Dakota's test score trends through 2008-09. Between 2005 and 2009, the percentage of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grades 4 and 8 in both reading and math. Average annual gains were larger on the state test

Center on Education Policy, 2010

2010-01-01

77

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Maryland  

ERIC Educational Resources Information Center

|This paper profiles Maryland's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased at grades 4 and 8 in both reading and math. Average annual gains were larger on the state test than…

Center on Education Policy, 2010

2010-01-01

78

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. California  

ERIC Educational Resources Information Center

|This paper profiles California's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grades 4 and 8 in both reading and math. Average annual gains were larger on the state test

Center on Education Policy, 2010

2010-01-01

79

Effect of self-assessment on test scores: student perceptions  

NSDL National Science Digital Library

After a sudden increase in most of the individual grades in a multiple-choice test, students were asked to rank the three most relevant factors responsible for this outcome. Among eight others, the availability of a test for self-assessment before the final test was by far the most frequently mentioned (82.4% of the students). Questions applied during different course activities did not have the same effect on student scores as the "online" self-assessment test.

Beatriz U Ramirez (Universidad de Santiago de Chile)

2010-09-01

80

Increase in Spatial Visualization Test Scores During Engineering Study  

Microsoft Academic Search

The aim of this study is to discover if there was change or growth in the students' ability as measured by the spatial visualizing test. If so, we were also concerned in finding those experiential factors which were related to the change. High school and college counselors will note with interest that while high scores on the spatial visualization test

Mary F. Blade; Walter S. Watson

1955-01-01

81

American College Testing Program Scores as an Index of Intelligence.  

ERIC Educational Resources Information Center

The relationship between American College Testing Program (ACT) and California Test of Mental Maturity (CTMM) scores were explored. Four hundred and thirty-four undergraduate subjects of both sexes were selected from a midwestern university. Pearson product moment correlation (r) and Kendall rank correlation coefficient (tau) were used to measure…

Wilkins, Elizabeth M.; And Others

82

Adolescent Environmental Tobacco Smoke Exposure Predicts Academic Achievement Test Failure  

Microsoft Academic Search

Purpose: Research has linked prenatal tobacco exposure to neurocognitive and behavioral prob- lems that can disrupt learning and school performance in childhood. Less is known about its effects on academic achievement in adolescence when controlling for known confounding factors (e.g., environmental tobacco smoke (ETS)). We hypothesized that prenatal tobacco exposure would decrease the likelihood of passing academic achievement tests taken

Bradley N. Collins; E. Paul Wileyto; Michael F. G. Murphy; Marcus R. Munafò

2007-01-01

83

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Massachusetts  

ERIC Educational Resources Information Center

|This paper profiles Massachusetts' test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 reading and math and grade 8 math. Average annual gains were larger on the state…

Center on Education Policy, 2010

2010-01-01

84

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. New Mexico  

ERIC Educational Resources Information Center

|This paper profiles New Mexico's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 math and grade 8 reading and math. In grade 4 reading, the percentage basic on NAEP …

Center on Education Policy, 2010

2010-01-01

85

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Colorado  

ERIC Educational Resources Information Center

|This paper profiles Colorado's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grades 4 and 8 in both reading and math. Average annual gains were generally larger on NAEP than…

Center on Education Policy, 2010

2010-01-01

86

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Arizona  

ERIC Educational Resources Information Center

|This paper profiles Arizona's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grades 4 and 8 in both reading and math. Average annual gains were generally larger on the state…

Center on Education Policy, 2010

2010-01-01

87

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Alabama  

ERIC Educational Resources Information Center

|This paper profiles Alabama's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grades 4 and 8 in both reading and math. Average annual gains were generally larger on the state…

Center on Education Policy, 2010

2010-01-01

88

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Montana  

ERIC Educational Resources Information Center

|This paper profiles Montana's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 reading and math and grade 8 reading. In grade 8 math, however, the percentage proficient…

Center on Education Policy, 2010

2010-01-01

89

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Nebraska  

ERIC Educational Resources Information Center

|This paper profiles Nebraska's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the percentages reaching the basic level on NAEP (National Assessment of Educational Progress) increased at grade 4 in both reading and math. At grade 8, however, the percentages…

Center on Education Policy, 2010

2010-01-01

90

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Florida  

ERIC Educational Resources Information Center

|This paper profiles Florida's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grades 4 and 8 in both reading and math. Average annual gains were generally larger on the state…

Center on Education Policy, 2010

2010-01-01

91

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Alaska  

ERIC Educational Resources Information Center

This paper profiles Alaska's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grades 4 and 8 in math and grade 8 in reading. In grade 4 reading, the percentage reaching the…

Center on Education Policy, 2010

2010-01-01

92

The Probability of Obtaining Two Statistically Different Test Scores as a Test Index  

ERIC Educational Resources Information Center

|A new test index is defined as the probability of obtaining two randomly selected test scores (PDTS) as statistically different. After giving a concept definition of the test index, two simulation studies are presented. The first analyzes the influence of the distribution of test scores, test reliability, and sample size on PDTS within classical…

Muller, Jorg M.

2006-01-01

93

Test anxiety and cardiovascular responses to daily academic stressors.  

PubMed

Routine academic events may cause stress and produce temporary elevations in blood pressure. Students who experience test anxiety may be especially prone to cardiovascular activation in response to academic stress. This study drew on self-reported stress and ambulatory blood pressure measurements provided by 99 undergraduate participants (30% men, mean age=21 years) who participated over 4 days. Posture, activity level, recent consumption and the previous same-day reading were considered as covariates in a series of hierarchical linear models. Results indicate elevations in systolic blood pressure at times of acute academic stressors; neither diastolic blood pressure nor heart rate was linked with academic stress. In addition, those participants higher in test anxiety exhibited especially pronounced elevations in systolic blood pressure during times of acute academic stress. This research suggests that everyday academic stressors are linked with temporary increases in blood pressure and that test anxiety may contribute to these elevations. Test anxiety has implications for future academic and job success, and cardiovascular responses to everyday stress may contribute to health problems later in life. PMID:22259157

Conley, Kristen M; Lehman, Barbara J

2011-05-24

94

School Choice in Suburbia: Test Scores, Race, and Housing Markets  

ERIC Educational Resources Information Center

|Home buyers exercise school choice when shopping for a private residence due to its location in a public school district or attendance area. In this quantitative study of one Connecticut suburban district, we measure the effect of elementary school test scores and racial composition on home buyers' willingness to purchase single-family homes over…

Dougherty, Jack; Harelson, Jeffrey; Maloney, Laura; Murphy, Drew; Smith, Russell; Snow, Michael; Zannoni, Diane

2009-01-01

95

Benefits of Coaching on Test Scores Seen as Negligible.  

ERIC Educational Resources Information Center

|THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: A new study by a pair of Harvard University researchers discounts earlier findings that coaching can substantially improve student performance on the Scholastic Aptitude Test (SAT). "There is simply insufficient evidence that large score increases are a result of a coaching program," write Rebecca…

Report on Education Research, 1983

1983-01-01

96

Small Classes Do Reduce the Test-Score Achievement Gap.  

ERIC Educational Resources Information Center

|Tennessee's Project STAR, a randomized experiment involving almost 12,000 pupils, demonstrated convincingly that small classes in the early elementary (K-3) grades increase pupil performance, reduce the test-score achievement gap between or among different social groups, and can have long-lasting effects. The benefits are greater for minority…

Achilles, C. M.; Finn, J. D.; Gerber, Susan B.

97

What We Lose in Winning the Test Score Race  

ERIC Educational Resources Information Center

|To achieve perpetually better test results each year as mandated by the No Child Left Behind Act (NCLB), teachers in successful schools such as Leroy Anderson Elementary in San Jose, California, will "try anything" to raise scores, as the school's principal stated in an interview with "The San Jose Mercury News." In schools across California for…

Jorgenson, Olaf

2012-01-01

98

Univariate and Bivariate Loglinear Models for Discrete Test Score Distributions.  

ERIC Educational Resources Information Center

|Applied the theory of exponential families of distributions to the problem of fitting the univariate histograms and discrete bivariate frequency distributions that often arise in the analysis of test scores. Considers efficient computation of the maximum likelihood estimates of the parameters using Newton's Method and computationally efficient…

Holland, Paul W.; Thayer, Dorothy T.

2000-01-01

99

Score test for detecting linkage to quantitative traits.  

PubMed

The two most popular methods to detect linkage of a quantitative trait to a marker are the Haseman-Elston regression method and the variance components likelihood-ratio test. In the literature, these methods are frequently compared and the relative advantages and disadvantages of each method are well known. In this article, we derive a score test for the variance component attributable to a specific quantitative trait locus and show that for sib-pairs it is mathematically equivalent to a recently proposed version of the Haseman-Elston method that optimally combines the sum squared and the difference squared of the centered phenotype values of the sibs. Because score tests and likelihood-ratio tetsts are equivalent for large sample sizes, the variance components likelihood-ratio test is also asymptotically equivalent to this optimal Haseman-Elston test. This fact gives a theoretical explanation of the empirical observation from simulation studies reporting similar power of the variance components likelihood-ratio test and the optimal Haseman-Elston method. Perhaps more importantly for practical purposes, the score test can also be extended in a natural way to support the simultaneous analysis of more than two subjects and multivariate phenotypes. PMID:11984866

Putter, H; Sandkuijl, L A; van Houwelingen, J C

2002-04-01

100

National Educational Development Tests as a Predictor of College Entrance Examination Board Scholastic Aptitude Test Scores  

Microsoft Academic Search

The purpose of this study was to determine the predictive validity of composite scores on the National Educational Development Tests (NEDT-C) scores in the prediction of College Board Scholastic Aptitude Test (CEEB-SAT) total (T) scores. The subjects were 69 students in a private college preparatory school for girls. The data consisted of NEDT-C scores obtained during the subjects' ninth grade

L. K. Doebler; S. T. Foreman

1979-01-01

101

Racial Segregation and the Black-White Test Score Gap  

Microsoft Academic Search

Racial segregation is often blamed for some of the achievement gap between blacks and whites. We study the effects of school and neighborhood segregation on the relative SAT scores of black students across different metropolitan areas, using large microdata samples for the 1998-2001 test cohorts. Our models include detailed controls for the family background of individual test-takers, school-level controls for

David Card; Jesse Rothstein

2006-01-01

102

Racial segregation and the black–white test score gap  

Microsoft Academic Search

Racial segregation is often blamed for some of the achievement gap between blacks and whites. We study the effects of school and neighborhood segregation on the relative SAT scores of black students across different metropolitan areas, using large microdata samples for the 1998–2001 test cohorts. Our models include detailed controls for the family background of individual test-takers, school-level controls for

David Card; Jesse Rothstein

2007-01-01

103

Nurse entrance test scores: a predictor of success.  

PubMed

A program evaluation was conducted to determine if requiring higher scores on critical thinking components of the Nurse Entrance Test would have a positive effect on the percentage of students that could be retained in a diploma nursing program. The program evaluation revealed that using the Nurse Entrance Test as a tool for admissions screening, specifically portions of the examination that predict critical thinking, was effective in helping to predict success through level I nursing courses. PMID:17108789

Ellis, Sherri Orso

104

The Contribution of Test-Takers' Speech Content to Scores on an English Oral Proficiency Test  

ERIC Educational Resources Information Center

|The content that test-takers attempt to convey is not always included in the construct definition of "general" English oral proficiency tests, although some English-for-academic-purposes (EAP) speaking tests and most writing tests tend to place great emphasis on the evaluation of the content or ideas in the performance. This study investigated…

Sato, Takanori

2012-01-01

105

Assessing the effect of inquiry-based professional development on science achievement tests scores  

NASA Astrophysics Data System (ADS)

This study analyzed student test scores to determine if teacher participation in an inquiry-based professional development was able to make a statistically significant difference in student achievement levels. Test scores for objectives that assessed the critical thinking skills and problem-solving strategies modeled in a science inquiry institute were studied. Inquiry-based experiences are the cornerstones for meeting the science standards for scientific literacy. State mandated assessment tests measure the levels of student achievement and are reported as meeting minimum expectations or showing mastery for specific learning objectives. Students test scores from the Texas Assessment of Academic Skills Test (TAAS) for 8th grade science and the biology End Of Course (EOC) exams were analyzed using ANCOVA, chi square, and logistic regression, with the Iowa Test of Basic Skills (ITBS) 7th Grade Science Subtest as covariate. It was hypothesized that the students of Inquiry Institute teachers would have higher scale scores and better rates of mastery on the critical thinking objectives than the students of non-Institute teachers. It was also hypothesized that it would be possible to predict student mastery on the objectives that assessed critical thinking and problem solving based on Institute participation. This quasi-experimental study did not show a statistically significant difference between the two groups. The effects of inquiry-based professional development may not be determined by analyzing the results of the standardized tests currently being used in Texas. Inquiry training may make a difference, but because of factors such as the ceiling effect, insufficient time to implement the program, and test items that are intended to but do not address critical thinking skills, the TAAS and EOC tests may not accurately assess effects of the Inquiry Institute. The results of this study did indicate the best predictor of student mastery for the 8th grade science TAAS and Biology EOC may possibly be prior knowledge acquired in elementary school and as demonstrated on the 7th grade ITBS science subtest.

Dickson, Teresa Kay

106

Which Test? Whose Scores? Comparing Standardized Critical Thinking Tests  

ERIC Educational Resources Information Center

|In this article, after describing one approach for teaching critical thinking (CT) that was in place at Baker University from 1990 to 2008, the author describes their experience assessing CT using three standardized exams and shows why the choice of a standardized CT test can be problematic and the results misleading. These results can be…

Hatcher, Donald L.

2011-01-01

107

Which Test? Whose Scores? Comparing Standardized Critical Thinking Tests  

ERIC Educational Resources Information Center

In this article, after describing one approach for teaching critical thinking (CT) that was in place at Baker University from 1990 to 2008, the author describes their experience assessing CT using three standardized exams and shows why the choice of a standardized CT test can be problematic and the results misleading. These results can be…

Hatcher, Donald L.

2011-01-01

108

Test Anxiety and Academic Performance in Undergraduate and Graduate Students  

Microsoft Academic Search

This study investigated the relationship between test anxiety and academic performance in 4,000 undergraduate and 1,414 graduate students and found a significant but small inverse relationship between test anxiety and grade point average (GPA) in both groups. Low-test-anxious undergraduates averaged a B+, whereas high-test-anxious students averaged a B. Low-test-anxious female graduate students had significantly higher GPAs than high-test-anxious female graduate

Mark S. Chapell; Z. Benjamin Blanding; Michael E. Silverstein; Masami Takahashi; Brian Newman; Aaron Gubi; Nicole McCann

2005-01-01

109

Cognitive Test Anxiety and Academic Performance  

Microsoft Academic Search

A new measure that focused explicitly on the cognitive dimension of test anxiety was introduced and examined for psychometric quality as compared to existing measures of test anxiety. The new scale was found to be a reliable and valid measure of cognitive test anxiety. The impact of cognitive test anxiety as well as emotionality and test procrastination were subsequently evaluated

Jerrell C. Cassady; Ronald E. Johnson

2002-01-01

110

DO COGNITIVE TEST SCORES EXPLAIN HIGHER US WAGE INEQUALITY?  

Microsoft Academic Search

Using microdata from the 1994-6 International Adult Literacy Survey (IALS), weexamine the role of cognitive skills in explaining higher wage inequality in the US. We find thatwhile the greater dispersion of cognitive test scores in the US plays a part in explaining higherUS wage inequality, higher labor market prices (i.e. higher returns to measured human capitaland cognitive performance) and greater

Francine D. Blau

2000-01-01

111

Relationship between scores on developing cognitive abilities test and scores on medical college admissions test for nontraditional premedical students.  

PubMed

The relationship of students' performance on the Developing Cognitive Abilities Test (DCAT), a test of scholastic aptitude, and their subsequent performance on the Medical College Admission Test (MCAT) were examined for 122 nontraditional premedical students who participated in a medical educational preparatory program. A stepwise multiple regression analysis produced moderate, though significant multiple correlations among subscores on the two tests. While there were a few exceptions, for the most part all of the subscores on the Developing Cognitive Abilities Test made a significant contribution to the regression equation in the prediction of scores on MCAT subtests. Implications for the value of the Developing Cognitive Abilities Test as an admissions tool as well as providing direction for possible intervention are discussed. PMID:2236420

Henry, P; Bardo, H R

1990-08-01

112

Correlation between intelligence test scores and executive function measures.  

PubMed

In this study, some executive function measures (Wisconsin Card Sorting Test [WCST], verbal fluency, and Trial Making Test [TMT], Form A and Form B) were correlated with Wechsler Intelligence Scale for Children-Revised (WISC-R) scores. Fifty 13- to 16-year-old normal children were selected. It was found that verbal fluency tests correlated about 0.30 with Verbal Intelligence Quotient (IQ) and Full Scale IQ. In the WCST only Perseverative Errors negatively correlated with Verbal IQ and Full Scale IQ. Two correlations were found to be significant with regard to the TMT: TMT Form B Errors negatively correlated with WISC-R Vocabulary subtest; and TMT Form A Time negatively correlated with Performance IQ. These results support the assumption that traditional intelligence tests are not appropriately evaluating executive functions. PMID:14590565

Ardila, A; Pineda, D; Rosselli, M

2000-01-01

113

Effect of Milk Age, Storage, and Testing Temperatures upon the Wisconsin Mastitis Test Score  

Microsoft Academic Search

Wisconsin MasLitis Test (WMT) scores were determined on milk samples of vary- ing cell counts for five days. The samples were subjected to different conditions of storage and testing, and irrespective of these conditions, the daily decrease of WMT score was, with one exception, significant (p --~ .05). After a 29-hr storage period, there was no significant (p ~ .05)

D. Kroger; D. E. Jasper

1967-01-01

114

A Confirmatory Factor Analysis of Scores on a Chinese Version of an Academic Self-Concept Scale and its Invariance across Groups  

Microsoft Academic Search

The purposes of this inquiry were twofold: (a) to examine the factor structure, convergent validity, and discriminant validity of scores on a Chinese version of an academic self-concept scale titled Dimensions of Self-Concept (DOSC), which provides an assessment of standing in five factor subscales: Level of Aspiration, Anxiety, Academic Interest and Satisfaction, Leadership and Initiative, and Identification Versus Alienation; and

Chiungjung Huang; William B. Michael

2000-01-01

115

SCORING: Bibliographic Instruction Helps Freshman Athletes Compete in the Academic League.  

ERIC Educational Resources Information Center

|Motivated by accreditation standards, sanctions, legal, and other issues threatening American collegiate athletic programs, academia has put into place, on many campuses, structured programs which attempt to ensure both academic achievement and the physical prowess of its "players." As a component of the overall support program at the University…

Ruscella, Phyllis L.

116

The Use of Confidence Intervals When Interpreting Test Scores. EREAPA Publication Series No. 93-4.  

ERIC Educational Resources Information Center

A person's obtained score on a test provides an estimate of the individual's "true" score on that test. The obtained score is considered to have two parts, the true component and the error component. Classical test theory assumes that obtained scores for an individual over multiple administrations of the same test will lie symmetrically around the…

Wheeler, Patricia H.

117

An Investigation into the Relationships Between Cloze Test Scores and Informal Reading Inventory Scores of Fifth Grade Pupils.  

ERIC Educational Resources Information Center

This study investigated the relationship between instructional level scores as determined by a cloze test and instructional level scores as determined by an informal reading inventory (IRI). Fifty male and 50 female subjects were randomly selected from the total fifth grade population of five schools chosen from a total of 22 midwestern elementary…

Walter, Richard Barry

118

Bias in consensus scoring, with examples from ability emotional intelligence tests  

Microsoft Academic Search

Consensus scoring occurs when the scoring key for a test is based upon the responses of the norm group. Consensus scoring is an attractive alternative to traditional methods of creating a scoring key for ability tests, especially useful when experts disagree about the correct answers to test items, as they do in the area of emotions and emotion perception. Of

Kimberly A. Barchard; James A. Russell

2006-01-01

119

Differences in academic achievement as a function of scores on hemisphericity.  

PubMed

The subjects were 55 undergraduates enrolled in psychology classes and classified by their scores on the Human Information Processing Survey as having preferences of left hemisphericity (n = 17), right (n = 19), and integrated hemisphericity found between left- and right-hemisphericity groups with the left-hemisphericity group obtaining higher course grades. PMID:8532451

Gadzella, B M

1995-08-01

120

Money Improves Test Scores--Even State-Level SATs.  

ERIC Educational Resources Information Center

|Three former secretaries of education--William Bennett, Lauro Cavazos, and Terrel Bell--have touted state-level SAT scores as proof that educational financing does not matter. Recently, Brian Powell and Lala Carr Steelman adjusted scores for participation rate and detected a very strong relationship between expenditures and SAT scores. Bigger…

Bracey, Gerald W.

1996-01-01

121

Reporting Diagnostic Scores in Educational Testing: Temptations, Pitfalls, and Some Solutions  

ERIC Educational Resources Information Center

|Diagnostic scores are of increasing interest in educational testing due to their potential remedial and instructional benefit. Naturally, the number of educational tests that report diagnostic scores is on the rise, as are the number of research publications on such scores. This article provides a critical evaluation of diagnostic score reporting…

Sinharay, Sandip; Puhan, Gautam; Haberman, Shelby J.

2010-01-01

122

College-Level Academic Skills Test (CLAST). Test Administration Plan 1994-1995.  

ERIC Educational Resources Information Center

This plan presents the procedures to be followed in the administration of the Florida College-Level Academic Skills Test (CLAST) for the 1994-95 academic year. The document specifies the responsibilities of the Department of Education, the technical support contractor, and individual institutions. The plan does not include procedures needed in…

Florida State Dept. of Education, Tallahassee.

123

The Influence of Sex, Education and Age on Test Scores on the Swedish Scholastic Aptitude Test  

Microsoft Academic Search

This study describes the effects of sex, education and age on the total test score on the Swedish Scholastic Aptitude Test (SweSA T), a test used in the selection process to colleges and universities in Sweden since 1977. Its use has so far been limited to one of four quota groups consisting of applicants 25 years or older and with

Kenny Bränberg; Widar Henriksson; Hans Nyquist; Ingemar Wedman

1990-01-01

124

The Graduate Management Admission Test: Technical Report on Test Development and Score Interpretation for GMAT Users.  

ERIC Educational Resources Information Center

This report provides information on test development, test administration, and score interpretation for the Graduate Management Admission Test (GMAT). The GMAT, first administered in 1954, provides objective measures of an applicant's abilities for use in admissions decisions by graduate management schools. It is currently composed of five…

Schrader, William B.

125

Using Patterns of Summed Scores in Paper-and-Pencil Tests and Computer-Adaptive Tests to Detect Misfitting Item Score Patterns  

ERIC Educational Resources Information Center

|Two new methods have been proposed to determine unexpected sum scores on sub-tests (testlets) both for paper-and-pencil tests and computer adaptive tests. A method based on a conservative bound using the hypergeometric distribution, denoted p, was compared with a method where the probability for each score combination was calculated using a…

Meijer, Rob R.

2004-01-01

126

Open book tests: assessment of academic learning in clerkships.  

PubMed

An examination of an open-book testing approach in a family medicine clerkship seeks to determine whether this method more closely mirrors the discipline of family medicine, where practitioners refer daily to written resource materials in order to make clinical decisions without compromising the learning and assessment process. Student scores on the multiple-choice test were analysed by year, by quarter and by site using ANOVA. Students in the experimental site were interviewed to determine preparation style, use of text during test, as well as attitudes toward open-book testing. Analysis of variance showed that the interaction of site and year was significant at p = 0.03. The mean score of 88.2 for Maine students in 2002 was significantly different from the other three mean scores. The desired qualitative outcomes of the intervention were confirmed: reducing the anxiety of students, wider reading of the textbook, knowing the structure of the textbook as a learning resource, and deeper understanding of concepts and principles rather than time spent on memorization. While the difference in scores did reach statistical significance, it is important to note that the difference in mean score was only four points on a 100-point scale. Given the percentage of the total grade represented by the test score, it is unlikely that this difference represents any real difference in grade for students in Maine compared with Vermont. The students appeared to approach the textbook and therefore, perhaps, the body of knowledge as a whole with the orientation of a generalist. The MMC Clerkship Director recommended the implementation of the open-book approach to the Family Practice clerkship at all sites and the University of Vermont Medical School accepted the proposal. This recommendation supports advising students on the preparation for an open-book test and on tactics for the best use of the textbook during the test. PMID:16147801

Broyles, India L; Cyr, Peggy R; Korsen, Neil

2005-08-01

127

Variability of Test Scores and the Split-Half Reliability Coefficient  

ERIC Educational Resources Information Center

Results of this study indicate that the correlation between half-test scores over repeated splits, over persons, and over repeated testings resulting in different sets of observed scores, is given by Kuder-Richardson Formula 21. (RF)

Zimmerman, Donald W.

1970-01-01

128

The Academic Medical Center Linear Disability Score (ALDS) item bank: item response theory analysis in a mixed patient population  

PubMed Central

Background Currently, there is a lot of interest in the flexible framework offered by item banks for measuring patient relevant outcomes. However, there are few item banks, which have been developed to quantify functional status, as expressed by the ability to perform activities of daily life. This paper examines the measurement properties of the Academic Medical Center linear disability score item bank in a mixed population. Methods This paper uses item response theory to analyse data on 115 of 170 items from a total of 1002 respondents. These were: 551 (55%) residents of supported housing, residential care or nursing homes; 235 (23%) patients with chronic pain; 127 (13%) inpatients on a neurology ward following a stroke; and 89 (9%) patients suffering from Parkinson's disease. Results Of the 170 items, 115 were judged to be clinically relevant. Of these 115 items, 77 were retained in the item bank following the item response theory analysis. Of the 38 items that were excluded from the item bank, 24 had either been presented to fewer than 200 respondents or had fewer than 10% or more than 90% of responses in the category 'can carry out'. A further 11 items had different measurement properties for younger and older or for male and female respondents. Finally, 3 items were excluded because the item response theory model did not fit the data. Conclusion The Academic Medical Center linear disability score item bank has promising measurement characteristics for the mixed patient population described in this paper. Further studies will be needed to examine the measurement properties of the item bank in other populations.

Holman, Rebecca; Weisscher, Nadine; Glas, Cees AW; Dijkgraaf, Marcel GW; Vermeulen, Marinus; de Haan, Rob J; Lindeboom, Robert

2005-01-01

129

Testing Models of School Learning: Effects of Quality of Instruction, Motivation, Academic Coursework, and Homework on Academic Achievement  

Microsoft Academic Search

Tested the influence of ability, time, quality of instruction, motivation, and academic coursework on high school students’ achievement, also controlling for relevant background variables. Structural equation models were analyzed with longitudinal data from a national sample. Intellectual ability and academic coursework had powerful direct effects on achievement, and homework had a smaller direct effect. The indirect effects of quality of

Timothy Z. Keith; Valerie A. Cool

1992-01-01

130

Developing Test Score Reports that Work: The Process and Best Practices for Effective Communication  

ERIC Educational Resources Information Center

|Test scores matter these days. Test-takers want to understand how they performed, and test score reports, particularly those for individual examinees, are the vehicles by which most people get the bulk of this information. Historically, score reports have not always met the examinees' information or usability needs, but this is clearly changing…

Zenisky, April L.; Hambleton, Ronald K.

2012-01-01

131

Incremental Validity of a Performance-Based Test over and above Conventional Academic Predictors  

ERIC Educational Resources Information Center

|A conceptual distinction is provided between conventional academic predictors and performance-based tests. Conventional academic predictors include grade average in prior education and academic achievement tests. Performance-based tests involve direct measures of a criterion. Subsequently, an empirical study is presented examining the incremental…

Tanilon, Jenny; Vedder, Paul; Segers, Mien; Tillema, Harm

2011-01-01

132

The Relationship between Deductive Reasoning Ability, Test Anxiety, and Standardized Test Scores in a Latino Sample  

ERIC Educational Resources Information Center

|One Hundred and Twelve Latino students from Philadelphia participated in this study, which examined the development of deductive reasoning across adolescence, and the relation of reasoning to test anxiety and standardized test scores. As predicted, 11th and ninth graders demonstrated significantly more advanced reasoning than seventh graders.…

Rich, John D., Jr.; Fullard, William; Overton, Willis

2011-01-01

133

The Relationship Between Deductive Reasoning Ability, Test Anxiety, and Standardized Test Scores in a Latino Sample  

Microsoft Academic Search

One Hundred and Twelve Latino students from Philadelphia participated in this study, which examined the development of deductive reasoning across adolescence, and the relation of reasoning to test anxiety and standardized test scores. As predicted, 11th and ninth graders demonstrated significantly more advanced reasoning than seventh graders. Error response patterns revealed a steady, age-related increase in the ability to use

John D. Rich; William Fullard; Willis Overton

2011-01-01

134

A scoring system for lung function tests in infants.  

PubMed

Measurements of thoracic gas volume (TGV), airway resistance (Raw), and airway conductance (Gaw) were calculated in a group of 42 normal infants using a whole-body plethysmograph. Maximum expiratory flow at functional residual capacity was measured in a separate group of 108 normal infants. Using data obtained from these infants the following regression equations were calculated: Gaw (L.s-1.cmH2O) = -0.0475 + 0.00164 x length (cm) square root of TGV (mL1/2) = -3.22 + 0.263 x length (cm) VmaxFRC (mL.s-1) = -173 + 5.2 x length (cm). The standard errors of prediction are a measure of the scatter of individual results from the normal population about the true regression line. They were used to define limits of the normal ranges for these tests of lung function, and to develop a scoring system. This approach is preferable to expressing results as percent predicted, which gives no indication of how likely a measurement is to be within normal limits. PMID:1480440

Hampton, F; Beardsmore, C S; Morgan, W; Williams, A; Taussig, L; Thompson, J R

1992-11-01

135

The Formalization of Fairness: Issues in Testing for Measurement Invariance Using Subtest Scores  

ERIC Educational Resources Information Center

Measurement invariance is an important prerequisite for the adequate comparison of group differences in test scores. In psychology, measurement invariance is typically investigated by means of linear factor analyses of subtest scores. These subtest scores typically result from summing the item scores. In this paper, we discuss 4 possible problems…

Molenaar, Dylan; Borsboom, Denny

2013-01-01

136

Test-Day Genetic Analysis of Condition Score and Heart Girth in Holstein Friesian Cows  

Microsoft Academic Search

This study aimed to estimate heritability for condi- tion score and heart girth using a test-day model, to investigate the genetic relationships between condition score, heart girth, and milk yield traits and to analyze the genetic relationships of condition score and heart girth measured at different stages of lactation. Cows from 25 dairy herds were scored for body condition and

L. Gallo; P. Carnier; M. Cassandro; R. Dal Zotto; G. Bittante

2001-01-01

137

Does Weight Affect Children's Test Scores and Teacher Assessments Differently?  

ERIC Educational Resources Information Center

|The prevalence of childhood overweight and obesity increased dramatically in the United States during the past three decades. This increase has adverse public health implications, but its implication for children's academic outcomes is less clear. This paper uses data from five waves of the Early Childhood Longitudinal Study-Kindergarten to…

Zavodny, Madeline

2013-01-01

138

Using Speeded Cognitive, Reading, and Academic Measures to Determine the Need for Extended Test Time among University Students with Learning Disabilities  

ERIC Educational Resources Information Center

|This study examined the relationship between scores on "speeded" cognitive and academic tests and the need for the accommodation of extended test time for normally achieving students (NA) and students with learning disabilities (LD). Often, in postsecondary settings the decision to provide the accommodation of extended test time is based largely…

Ofiesh, Nicole; Mather, Nancy; Russell, Andrea

2005-01-01

139

Test/score/report: Simulation techniques for automating the test process  

NASA Astrophysics Data System (ADS)

A Test/Score/Report capability is currently being developed for the Transportable Payload Operations Control Center (TPOCC) Advanced Spacecraft Simulator (TASS) system which will automate testing of the Goddard Space Flight Center (GSFC) Payload Operations Control Center (POCC) and Mission Operations Center (MOC) software in three areas: telemetry decommutation, spacecraft command processing, and spacecraft memory load and dump processing. Automated computer control of the acceptance test process is one of the primary goals of a test team. With the proper simulation tools and user interface, the task of acceptance testing, regression testing, and repeatability of specific test procedures of a ground data system can be a simpler task. Ideally, the goal for complete automation would be to plug the operational deliverable into the simulator, press the start button, execute the test procedure, accumulate and analyze the data, score the results, and report the results to the test team along with a go/no recommendation to the test team. In practice, this may not be possible because of inadequate test tools, pressures of schedules, limited resources, etc. Most tests are accomplished using a certain degree of automation and test procedures that are labor intensive. This paper discusses some simulation techniques that can improve the automation of the test process. The TASS system tests the POCC/MOC software and provides a score based on the test results. The TASS system displays statistics on the success of the POCC/MOC system processing in each of the three areas as well as event messages pertaining to the Test/Score/Report processing. The TASS system also provides formatted reports documenting each step performed during the tests and the results of each step. A prototype of the Test/Score/Report capability is available and currently being used to test some POCC/MOC software deliveries. When this capability is fully operational it should greatly reduce the time necessary to test a POCC/MOC software delivery, as well as improve the quality of the test process.

Hageman, Barbara H.; Sigman, Clayton B.; Koslosky, John T.

1994-11-01

140

Language Proficiency as a Moderator Variable in Testing Academic Aptitude.  

ERIC Educational Resources Information Center

|Puerto Rican students took the Scholastic Aptitude Test (SAT), the Prueba de Aptitud Academica (PAA), and the Pruebas de Aprovechamiento Academico. The strength of the relationship between scores on the SAT given in English and the PAA given in Spanish increased as proficiency in English as a second language increased (Author/BW)|

Alderman, Donald L.

1982-01-01

141

Language, Content and Skills in the Testing of English for Academic Purposes.  

ERIC Educational Resources Information Center

A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…

Gamaroff, R.

1998-01-01

142

Estimating the Percentage of the Population With Abnormally Low Scores (or Abnormally Large Score Differences) on Standardized Neuropsychological Test Batteries: A Generic Method With Applications  

Microsoft Academic Search

Information on the rarity or abnormality of an individual's test scores (or test score differences) is fundamental in interpreting the results of a neuropsychological assessment. If a standardized battery of tests is administered, the question arises as to what percentage of the healthy population would be expected to exhibit one or more abnormally low test scores (and, in general, j

John R. Crawford; Paul H. Garthwaite; Catherine B. Gault

2007-01-01

143

Developing a Standardized List of Questions for the Usability Testing of an Academic Library Web Site  

Microsoft Academic Search

Modern academic libraries have a great number of information resources available online in the form of electronic catalogs, books, journals, and subject subscription databases. To determine whether users can easily retrieve the information they are seeking, academic librarians conduct usability testing of their libraries' Web sites. There has been an emergence of publications focusing on the usability testing of academic

Galina Letnikova

2008-01-01

144

CLAST: College-Level Academic Skills Test. Test Administration Plan, 1999-2000.  

ERIC Educational Resources Information Center

This document contains the test administration plan for the College-Level Academic Skills Test (CLAST), a test used to assess the college-level skills of Florida students in the early years of college. The plan contains the procedures to be followed during the year in the administration of the CLAST. The document specifies the responsibilities of…

Florida State Dept. of Education, Tallahassee.

145

Evaluating the Impact of Test Accommodations on Test Scores of LEP Students & Non-LEP Students.  

ERIC Educational Resources Information Center

|Using a quasi-experimental analysis of variance (ANOVA) design, this project examined the effects of the use of accommodations with students of limited English proficiency (LEP) and non-LEP students and whether the use of accommodations affected the validity of test score interpretations. Major accommodations examined were extra time, and extra…

Hafner, Anne L.

146

A Validity Study of Scores on the Personal and Academic Self-Concept Inventory Based on a Sample of Black College Males  

ERIC Educational Resources Information Center

In this study, factor analyses were used to examine the structural validity of scores on the Personal and Academic Self-Concept Inventory (PASCI) in a group of 222 Black college males. Definitions of self-concept and how self-concept has been operationalized in Black populations were also reviewed. Results from this study challenged the…

Woodland, Malcolm H.

2008-01-01

147

Research-tested Intervention Programs: About Program Scores  

Cancer.gov

About RTIPs Scores This site provides a consumer-reports-like list of programs that have been reviewed by a panel of topic experts in the field. Programs are rated on 3 criteria which include the following: research integrity, intervention impact, and

148

An Investigation of the Validity of the Graduate Record Examination and Certain Personality or Interest Tests in Predicting Academic Performance in the Management Curriculum of the United States Naval Postgraduate School.  

National Technical Information Service (NTIS)

Certain aptitude and personality tests were given to the 1964 Management Curriculum military officer students of the U. S. Naval Postgraduate School and the scores were correlated with the academic grades received during the first three terms. The results...

R. N. Dreese W. M. Russell

1964-01-01

149

A Seven-Year Follow-Up of Intelligence Test Scores of Foster Grandparents  

ERIC Educational Resources Information Center

|After seven years, a group (N=32) of originally nonemployed poverty-level older people (over 60) now employed as foster grandparents were retested with the WAIS. Three subtest scores showed stability and Digit Span showed a statistically significant drop. Neither age nor initial level of health or WAIS scores was related to test-score changes…

Troll, Lillian E.; And Others

1976-01-01

150

Can Machine Scoring Deal with Broad and Open Writing Tests as Well as Human Readers?  

ERIC Educational Resources Information Center

|This article considers the claim that machine scoring of writing test responses agrees with human readers as much as humans agree with other humans. These claims about the reliability of machine scoring of writing are usually based on specific and constrained writing tasks, and there is reason for asking whether machine scoring of writing…

McCurry, Doug

2010-01-01

151

Comparing an Individual's Test Score Against Norms Derived from Small Samples  

Microsoft Academic Search

The standard method for comparing an individual's test score with a normative sample involves converting the score to a z score and evaluating it using a table of the area under the normal curve. When the norma- tive sample is small, a more appropriate method is to treat the individual as a sample of N = 1 and use a

J. R. Crawford; David C. Howell

1998-01-01

152

IMPACT OF INTER-INTERVIEWER VARIATION ON ANALYTICAL RATING SCORES AND DISCOURSE IN ORAL INTERVIEW TESTS  

Microsoft Academic Search

Over the last two decades, research has suggested that test performances and test scores are collaboratively achieved through interviewing\\/scoring processes and that some test-takers might be in unfair situations caused by the paired interviewer. Most of these studies, however, have employed only holistic scores and little has been known about which analytic categories (e.g. pronunciation, grammar, fluency) are vulnerable to

FUMIYO NAKATSUHARA

153

Arkansas Teacher Testing: A Penny for Your Scores.  

ERIC Educational Resources Information Center

|Teacher testing began in Arkansas when the governor threatened to veto a 1% sales tax if a teacher testing bill were not passed. With enactment of Act 76 in 1983, an instrument was developed for field testing in 1984 over objections of the Arkansas Education Association. The test, the Arkansas Educational Skills Assessment, is comprised of 50…

Kennedy, Robert L.

154

School Inputs, Household Substitution, and Test Scores. NBER Working Paper No. 16830  

ERIC Educational Resources Information Center

|Empirical studies of the relationship between school inputs and test scores typically do not account for the fact that households will respond to changes in school inputs. We present a dynamic household optimization model relating test scores to school and household inputs, and test its predictions in two very different low-income country…

Das, Jishnu; Dercon, Stefan; Habyarimana, James; Krishnan, Pramila; Muralidharan, Karthik; Sundararaman, Venkatesh

2011-01-01

155

Improving the Reliability and Validity of Confidence-Scored Tests by Adjusting for Realism.  

ERIC Educational Resources Information Center

Medical and dental students were administered two short confidence-scored tests on cellular and molecular biology. Increases in test reliability and predictive validity were found when test scores were adjusted for realism, but were not statistically significant. (Author/MH)

Rippey, Robert M.; Smith, Susan

1979-01-01

156

The Texas Study: A Regression Analysis of Selected Factors that Influence the Scores of Students on the TASP Test.  

ERIC Educational Resources Information Center

A study was conducted to identify factors affecting student performance on the Texas Academic Skills Program (TASP), a state-mandated measure designed to assess students' basic skills and competencies. TASP and Assessment of Student Skills for Entry Transfer (ASSET) scores were analyzed for 328 academic track students from 6 community colleges in…

High, Clennis F.

157

The Texas Study: A Regression Analysis of Selected Factors that Influence the Scores of Students on the TASP Test.  

ERIC Educational Resources Information Center

|A study was conducted to identify factors affecting student performance on the Texas Academic Skills Program (TASP), a state-mandated measure designed to assess students' basic skills and competencies. TASP and Assessment of Student Skills for Entry Transfer (ASSET) scores were analyzed for 328 academic track students from 6 community colleges in…

High, Clennis F.

158

Effect of Self-Assessment on Test Scores: Student Perceptions  

ERIC Educational Resources Information Center

|After a sudden increase in most of the individual grades in a multiple-choice test, students were asked to rank the three most relevant factors responsible for this outcome. Among eight others, the availability of a test for self-assessment before the final test was by far the most frequently mentioned (82.4% of the students). Questions applied…

Ramirez, Beatriz U.

2010-01-01

159

Delaware Student Testing Program: A Score Results Guide for Educators.  

ERIC Educational Resources Information Center

|This guide contains materials to help Delaware educators understand and use reports from the Delaware Student Testing Program (DSTP). The DSTP tests are tied to the Delaware content standards that define the knowledge and skills required for students to progress beyond high school. In spring 2003, the DSTP reading, writing, and mathematics tests

Delaware State Dept. of Education, Dover. Assessment and Accountability Branch.

160

A “Rearrangement Procedure” For Scoring Adaptive Tests with Review Options  

Microsoft Academic Search

Because of the increased popularity of computerized adaptive testing (CAT), many admissions tests, as well as certification and licensure examinations, have been transformed from their paper-and-pencil versions to computerized adaptive versions. A major difference between paper-and-pencil tests and CAT from an examinee's point of view is that in many cases examinees are not allowed to revise their answers on CAT.

Elena C. Papanastasiou; Mark D. Reckase

2007-01-01

161

A Note on Recovering the Ability Distribution from Test Scores.  

ERIC Educational Resources Information Center

|A simple scheme is proposed for smoothly approximating the ability distribution for relatively long tests, assuming that the item characteristic curves (ICCs) are known or well estimated. The scheme works for a general class of ICCs and is guaranteed to completely recover the theta distribution as the test length increases. The proposed method of…

Junker, Brian W.

162

CLAST (College Level Academic Skills Test) Test Administration Plan, 1985-86.  

ERIC Educational Resources Information Center

Procedures to be followed for the administration of the College-Level Academic Skills Test (CLAST) in Florida are explained. CLAST measures student achievement of communication and computation skills at the end of the sophomore year in college and consists of four subtests: computation, reading, writing, and essay. Responsibilities for the…

Florida State Dept. of Education, Tallahassee.

163

A score test for zero-inflation in multilevel count data  

Microsoft Academic Search

The zero-inflated Poisson regression (ZIP) in many situations is appropriate for analyzing multilevel correlated count data with excess zeros. In this paper, a score test for assessing ZIP regression against Poisson regression in multilevel count data with excess zeros is developed. The sampling distribution and power of the score statistic test is evaluated using a simulation study. The results show

Abbas Moghimbeigi; Mohammad Reza Eshraghian; Kazem Mohammad; Brian McArdle

2009-01-01

164

Linking Scores from Tests of Similar Content Given in Different Languages: An Illustration Involving Methodological Alternatives  

ERIC Educational Resources Information Center

|This study compares two methods commonly used (concordance and prediction) to establish linkages between scores from tests of similar content given in different languages. Score linkages between the Verbal and Math sections of the SAT I and the corresponding sections of the Spanish-language admissions test, the Prueba de Aptitud Academica (PAA),…

Cascallar, Alicia S.; Dorans, Neil J.

2005-01-01

165

Linking Scores From Tests of Similar Content Given in Different Languages: An Illustration Involving Methodological Alternatives  

ERIC Educational Resources Information Center

|This study compares two methods commonly used (concordance and prediction) to establish linkages between scores from tests of similar content given in different languages. Score linkages between the Verbal and Math sections of the SAT I and the corresponding sections of the Spanish-language admissions test, the Prueba de Aptitud Academica (PAA),…

Cascallar, Alicia S.; Dorans, Neil J.

2005-01-01

166

Beyond Correlations: Usefulness of High School GPA and Test Scores in Making College Admissions Decisions  

ERIC Educational Resources Information Center

|Correlational evidence suggests that high school GPA is better than admission test scores in predicting first-year college GPA, although test scores have incremental predictive validity. The usefulness of a selection variable in making admission decisions depends in part on its predictive validity, but also on institutions' selectivity and…

Sawyer, Richard

2013-01-01

167

Interpreting Standardized Test Scores: Strategies for Data-Driven Instructional Decision Making  

ERIC Educational Resources Information Center

|This book is designed to help K-12 teachers and administrators understand the nature of standardized tests and, in particular, the scores that result from them. This useful manual helps teachers develop the skills necessary to incorporate these test scores into various types of instructional decision making--a process known as "data-driven…

Mertler, Craig A.

2007-01-01

168

The Influence of Foreign Language Learning during Early Childhood on Standardized Test Scores  

ERIC Educational Resources Information Center

|Increasing standardized test scores in reading and math is of high importance to the California Department of Education to meet requirements mandated by the No Child Left Behind (NCLB) act of 2001. More research is needed to understand the best ways to improve tests scores to meet concerns of the NCLB act. The purpose of the study was to evaluate…

Shaw, Tommetta

2010-01-01

169

The Production of Cognitive Achievement in Children: Home, School, and Racial Test Score Gaps  

Microsoft Academic Search

This paper studies the determinants of children’s scores on tests of cognitive achievement in math and reading. Using rich longitudinal data on test scores, home environments, and schools, we implement alternative specifications for the cognitive achievement production function that allow achievement to depend on the entire history of lagged home and school inputs as well as on parents’ ability and

Petra E. Todd; Kenneth I. Wolpin

2007-01-01

170

Scoring Yes-No Vocabulary Tests: Reaction Time vs. Nonword Approaches  

ERIC Educational Resources Information Center

|Despite a number of research studies investigating the Yes-No vocabulary test format, one main question remains unanswered: What is the best scoring procedure to adjust for testee overestimation of vocabulary knowledge? Different scoring methodologies have been proposed based on the inclusion and selection of nonwords in the test. However, there…

Pellicer-Sanchez, Ana; Schmitt, Norbert

2012-01-01

171

Using Raters from India to Score a Large-Scale Speaking Test  

ERIC Educational Resources Information Center

|We investigated the scoring of the Speaking section of the Test of English as a Foreign Language[TM] Internet-based (TOEFL iBT[R]) test by speakers of English and one or more Indian languages. We explored the extent to which raters from India, after being trained and certified, were able to score the TOEFL examinees with mixed first languages…

Xi, Xiaoming; Mollaun, Pam

2011-01-01

172

Graduate Students' Administration and Scoring Errors on the Woodcock-Johnson III Tests of Cognitive Abilities  

ERIC Educational Resources Information Center

|The interpretation of cognitive test scores often leads to decisions concerning the diagnosis, educational placement, and types of interventions used for children. Therefore, it is important that practitioners administer and score cognitive tests without error. This study assesses the frequency and types of examiner errors that occur during the…

Ramos, Erica; Alfonso, Vincent C.; Schermerhorn, Susan M.

2009-01-01

173

Increasing Racial Isolation and Test Score Gaps in Mathematics: A 30-Year Perspective  

ERIC Educational Resources Information Center

Background/Context: Although there has been progress in closing the test score gaps among student groups over past decades, that progress has stalled. Many researchers have speculated why the test score gaps closed between the early 1970s and the early 1990s, but only a few have been able to empirically study how changes in school factors and…

Berends, Mark; Penaloza, Roberto V.

2010-01-01

174

Relationship Between Behavioural Traits and Performance Test Scores in Sport Horses  

Microsoft Academic Search

Kr‰ková L., J. Mlynek, M. Halo: Relationship Between Behavioural Traits and Performance Test Scores in Sport Horses. Acta Vet. Brno 2003, 72: 429-435. The objective of this work was to demonstrate the relationship between performance test scores and the individual differences in behaviour of sport horses. Individual differences in emotionality expressed by behavioural traits (conditioned by the type of nervous

L. KR; J. MLYNEK; M. HALO

175

The Influence of an NCLB Accountability Plan on the Distribution of Student Test Score Gains  

ERIC Educational Resources Information Center

Previous research on the effect of accountability programs on the distribution of student test score gains is decidedly mixed. This study examines the issue by estimating an educational production function in which test score gains are a function of the incentives schools have to focus instruction on below-proficient students. NCLB's threat of…

Springer, Matthew G.

2008-01-01

176

The Dynamics of the Evolution of the Black-White Test Score Gap  

ERIC Educational Resources Information Center

|We apply a quantile version of the Oaxaca-Blinder decomposition to estimate the counterfactual distribution of the test scores of Black students. In the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), we find that the gap initially appears only at the top of the distribution of test scores. As children age, however,…

Sohn, Kitae

2012-01-01

177

Looking Beyond Test Score Gains: State Accountability's Effect on Educational Attainment and Labor Market Outcomes  

Microsoft Academic Search

Many papers in the literature have attempted to document whether accountability programs have played a role in producing higher test scores. Yet, evaluating changes to test scores does not necessarily indicate how the adoption of programs has affected the individual student's long-run outcomes. This paper extends the existing literature by evaluating whether accountability programs led to higher levels of educational

Kathleen N. Wong

178

Defining and Distinguishing Validity: Interpretations of Score Meaning and Justifications of Test Use  

Microsoft Academic Search

The concept of validity has suffered because the term has been used to refer to 2 incompatible concerns: the degree of support for specified interpretations of test scores (i.e., intended score meaning) and the degree of support for specified applications (i.e., intended test uses). This article has 3 purposes: (a) to provide a brief summary of current validity theory, (b)

Gregory J. Cizek

2012-01-01

179

How Changes in Families and Schools Are Related to Trends in Black-White Test Scores  

ERIC Educational Resources Information Center

Through several decades of research, a great deal has been written about trends in black-white test scores and the factors that may explain the gaps in different subject areas. Only a few studies have examined the changing relationships between gaps in students' test scores and family and school measures in nationally representative data over…

Berends, Mark; Lucas, Samuel R.; Penaloza, Roberto V.

2008-01-01

180

The Influence of an NCLB Accountability Plan on the Distribution of Student Test Score Gains  

ERIC Educational Resources Information Center

|Previous research on the effect of accountability programs on the distribution of student test score gains is decidedly mixed. This study examines the issue by estimating an educational production function in which test score gains are a function of the incentives schools have to focus instruction on below-proficient students. NCLB's threat of…

Springer, Matthew G.

2008-01-01

181

Understanding the Black-White Test Score Gap in the First Two Years of School  

Microsoft Academic Search

In previous research, a substantial gap in test scores between white and black students persists, even after controlling for a wide range of observable characteristics. Using a newly available data set (the Early Childhood Longitudinal Study), we demonstrate that in stark contrast to earlier studies, the black-white test score gap among incoming kindergartners disappears when we control for a small

Roland G. Fryer Jr; Steven D. Levitt

2004-01-01

182

The Impact of Household Possessions on Youth's Academic Achievement in the Ghana YouthSave Experiment: A Propensity Score Analysis  

ERIC Educational Resources Information Center

Household assets as part of youth's family background have been found to have a significant impact on youth's academic achievement. In this study, the impact of household possessions on youth's academic achievement in the Ghana YouthSave experiment is investigated. Findings support the hypothesized positive direction of the impact of household…

Chowa, Gina A. N.; Masa, Rainier D.; Wretman, Christopher J.; Ansong, David

2013-01-01

183

Development and Scoring of Hands-On Performance Tests for Mechanical Maintenance Specialties.  

National Technical Information Service (NTIS)

The memorandum reports the procedures used for the development and scoring of bands-on performance tests for the mechanical maintenance phase of the Job Performance Measurement (JPM) Project.... Aptitude tests, ASVAB (armed services vocational aptitude ba...

P. W. Mayberry N. B. Carey

1992-01-01

184

The effect of effort on baseline neuropsychological test scores in high school football athletes  

Microsoft Academic Search

ObjectivePoor effort on baseline neuropsychological tests is expected to influence interpretation of post-concussion assessment scores. Our study examined effort in an athletic population to determine if poor effort effects neuropsychological test performance.

Tamerah N. Hunt; Michael S. Ferrara; L. Stephen Miller; Stephen Macciocchi

2007-01-01

185

A Construct Validity Study of Scores on a Korean Version of an Academic Self-Concept Scale for Secondary School Students  

Microsoft Academic Search

For each of three samples of 213 8th-grade girls, 191 11th-grade boys, and 213 11th-grade girls attending schools in Korea, the twofold purpose of this investigation was to obtain evidence of the internal-consistency reliability and construct validity of scores on each of the five factor subscales of a Korean version of an academic self-concept instrument titled Dimensions of Self-Concept (DOSC),

Sandra Chong; William B. Michael

2000-01-01

186

A Construct Validity Investigation of Scores on a Japanese Version of an Academic Self-Concept Scale for Secondary School Students  

Microsoft Academic Search

For a sample of 354 students taken from two highly similar college preparatory, girls-only Catholic high schools in Japan, the twofold purpose of this study was to obtain evidence of the internal consistency reliability and construct validity of scores on each of five dimensions of a Japanese version of an academic self-concept measure titled Dimensions of Self-Concept (DOSC), Form S,

Chie Paik; William B. Michael

1999-01-01

187

A Study of the Differential Impact of Curriculum on Aptitude Test Scores.  

ERIC Educational Resources Information Center

|A sample of 22,923 students who had taken the Graduate Record Examination (GRE) General Test in the academic years 1983-84 and 1984-85, and who had also taken the Scholastic Aptitude Test (SAT) 4 or 5 years earlier was identified and classified by undergraduate field of study (four major curriculum categories) and sex. Several analyses were…

Angoff, William H.; Johnson, Eugene G.

188

Allometric Scaling of Wingate Anaerobic Power Test Scores in Women  

ERIC Educational Resources Information Center

|In this study, we developed allometric exponents for scaling Wingate anaerobic test (WAnT) power data that are reflective in controlling for body mass (BM) and lean body mass (LBM) and established a normative WAnT data set for college-age women. One hundred women completed a standard WAnT. Allometric exponents and percentile ranks for peak (PP)…

Hetzler, Ronald K.; Stickley, Christopher D.; Kimura, Iris F.

2011-01-01

189

Approach for Equalizing Test Scores for SKT-Exempt AFSCs.  

National Technical Information Service (NTIS)

The Weighted Airman Promotion Systems (WAPS) is used by the U.S. Air Force to promoted enlisted personnel to the grades of E-5 through E-7. WAPS is composed of six weighted factors: Specially Knowledge Test (SKT), Promotion Fitness Exam (PFE), Enlisted Pe...

R. E. Duncan

1994-01-01

190

Test Score Stability and Construct Validity of the Adult Manifest Anxiety Scale-College Version Scores among College Students: A Brief Report  

ERIC Educational Resources Information Center

|In this study, the authors investigated the temporal stability and construct validity of the Adult Manifest Anxiety Scale-College Version (AMAS-C; C. R. Reynolds, B. O. Richmond, & P. A. Lowe, 2003b) scores. Results indicated that the AMAS-C scores had adequate to excellent test score stability, and evidence supported the construct validity of…

Lowe, Patricia A.; Papanastasiou, Elena C.; DeRuyck, Kimberly A.; Reynolds, Cecil R.

2005-01-01

191

Personnel Test Battery and Scoring Procedures. Memorandum No. L.S. 15.  

ERIC Educational Resources Information Center

The purpose of this memo is to present tests that comprise the test battery used to select Navy personnel to train marine mammals, and to describe the scoring procedures of the tests. The test battery consists of: Biosystems General Information Test (BGIT), Personnel History Questionnaire (PHQ), Gordon Personal Inventory, Gordon Personal Profile,…

Berson, Barry L.

192

The Relationship between Scores on the Graduate Management Admission Test and the Test of English as a Foreign Language.  

ERIC Educational Resources Information Center

In addition to scores on the Graduate Management Admission Test (GMAT), which are required of applicants to a substantial number of graduate management schools, foreign candidates may also be required to submit scores on the Test of English as a Foreign Language (TOEFL) as an indication of English language proficiency. The present study provides…

Powers, Donald E.

193

How important are omitted variables, censored scores and self-selection in analysing high-school academic achievement?  

Microsoft Academic Search

Using a rich longitudinal data set from birth, we explore three estimation issues related to academic performance analysis. Our paper primarily examines the effect of omitting childhood and teenage characteristics (childhood ability, parental resources at different times and peer effects), which are traditionally unavailable in data sets. Additionally, we explore the potential endogeneity of pre-exam school-leaving choices (self-selection) to academic

Guyonne Kalb; Sholeh Maani

2011-01-01

194

The Score Comparability of Computerized and Paper-and-Pencil Formats for K-3 Reading Tests  

ERIC Educational Resources Information Center

|This study investigated the equivalence of scores from computerized and paper-and-pencil formats of a series of K-3 reading screening tests. Concerns about score equivalence on the computerized formats were warranted because of the use of reading passages, computer unfamiliarity of primary school students, and teacher versus computer…

Pomplun, Mark; Custer, Michael

2005-01-01

195

Restless Legs Syndrome: scoring criteria for leg movements recorded during the suggested immobilization test  

Microsoft Academic Search

Objective: To evaluate the characteristics of leg movements experienced by patients with the restless legs syndrome (RLS) during wakefulness using the suggested immobilization test (SIT).Methods: Forty patients with primary RLS who showed an index of leg movements greater than 40 during the SIT were selected for these analyses.Results: In general, Coleman's criteria for scoring PLMS were appropriate for scoring leg

Martin Michaud; Gaétan Poirier; Gilles Lavigne; Jacques Montplaisir

2001-01-01

196

From #2 Pencils to the World Wide Web: A History of Test Scoring  

ERIC Educational Resources Information Center

|The present highly developed status of psychological and educational testing in the United States is in part the result of many efforts over the past 100 years to develop economical and reliable methods of scoring. The present article traces a number of methods, ranging from hand scoring to present-day computer applications, stimulated by the…

Zytowski, Donald G.

2008-01-01

197

Optimal Scoring Methods of Hand-Strength Tests in Patients with Stroke  

ERIC Educational Resources Information Center

The purpose of this study was to determine the optimal scoring methods for measuring strength of the more-affected hand in patients with stroke by examining the effect of reducing measurement errors. Three hand-strength tests of grip, palmar pinch, and lateral pinch were administered at two sessions in 56 patients with stroke. Five scoring methods…

Huang, Sheau-Ling; Hsieh, Ching-Lin; Lin, Jau-Hong; Chen, Hui-Mei

2011-01-01

198

Assessing the Relationship among Defining Issues Test Scores and Crystallised and Fluid Intellectual Indices  

ERIC Educational Resources Information Center

|Differing findings exist on how Defining Issues Test (DIT) scores relate to intelligence. Further study is needed in order to address aspects of intellect not previously considered and to address how these relationships rival studies that have compared indices of intellect with constructs similar to DIT scores. In the present study, a sample of…

Derryberry, W. Pitt; Jones, Kristy L.; Grieve, Frederick G.; Barger, Brian

2007-01-01

199

Optimal Scoring Methods of Hand-Strength Tests in Patients with Stroke  

ERIC Educational Resources Information Center

|The purpose of this study was to determine the optimal scoring methods for measuring strength of the more-affected hand in patients with stroke by examining the effect of reducing measurement errors. Three hand-strength tests of grip, palmar pinch, and lateral pinch were administered at two sessions in 56 patients with stroke. Five scoring

Huang, Sheau-Ling; Hsieh, Ching-Lin; Lin, Jau-Hong; Chen, Hui-Mei

2011-01-01

200

An empirical study of the normality and independence of errors of measurement in test scores  

Microsoft Academic Search

An empirical study of test scores shows the variance of the errors of measurement to be significantly associated with true score in each of four groups studied; it also shows the distribution of the errors of measurement to be significantly skewed in three of these four groups. The mathematical rationale underlying the statistical treatment is presented. Standard error formulas are

Frederic M. Lord

1960-01-01

201

Correlation between psychometric test scores and learning tying of surgical reef knots.  

PubMed Central

We have investigated the correlation between the scores attained on a computerised psychometric test, measuring psychomotor aptitude and learning tying of a surgical reef knot. Fifteen surgical trainees performed a test of psychomotor aptitude (ADTRACK 2) from the MICROPAT testing system. They then performed a simple test of their ability to tie a surgical reef knot and were assessed by a panel of experts prior to embarking on a standardised course of instruction and practice session. The knot-tying test was repeated at the end of the day and the differences in average scores recorded. There was a significant correlation between the means of the differences in knot tying scores and ADTRACK 2 scores (r = -0.533, P < 0.05). Psychomotor abilities appear to be determinants of trainees' initial proficiency in learning to tie a surgical reef knot.

Dashfield, A. K.; Lambert, A. W.; Campbell, J. K.; Wilkins, D. C.

2001-01-01

202

Academic Words and Gender: ESL Student Performance on a Test of Academic Lexicon.  

ERIC Educational Resources Information Center

Seeks to resolve certain questions pertaining to the relationship between gender and second-language vocabulary knowledge. One particular question examined was whether female and male English-as-a-Second-Language students at the University of California at Irvine differ significantly in their knowledge of academic vocabulary in English as measured…

Scarella, Robin; Zimmerman, Cheryl

1998-01-01

203

Terrorist Attacks Put Academic Freedom to the Test.  

ERIC Educational Resources Information Center

Explores how, in the aftermath of the airplane hijackings and deaths at New York's World Trade Center and the Pentagon, academic freedom may be under threat. Provides examples of student or administrative action against professors offering different viewpoints. (EV)

Wilson, Robin; Cox, Ana Marie

2001-01-01

204

Terrorist Attacks Put Academic Freedom to the Test.  

ERIC Educational Resources Information Center

|Explores how, in the aftermath of the airplane hijackings and deaths at New York's World Trade Center and the Pentagon, academic freedom may be under threat. Provides examples of student or administrative action against professors offering different viewpoints. (EV)|

Wilson, Robin; Cox, Ana Marie

2001-01-01

205

Effects of Targeted Test Preparation on Scores of Two Tests of Oral English as a Second Language  

ERIC Educational Resources Information Center

|This study investigated the effect of targeted test preparation, or coaching, on oral English as a second language test scores. The tests in question were the Basic English Skills Test Plus (BEST Plus), a scripted oral interview published by the Center for Applied Linguistics, and the Versant English Test (VET), a computer-administered and…

Farnsworth, Tim

2013-01-01

206

Relationships between spatial activities and scores on the mental rotation test as a function of sex.  

PubMed

Previous results suggested that female college students' scores on the Mental Rotations Test might be related to their prior experience with spatial tasks. For example, women who played video games scored better on the test than their non-game-playing peers, whereas playing video games was not related to men's scores. The present study examined whether participation in different types of spatial activities would be related to women's performance on the Mental Rotations Test. 31 men and 59 women enrolled at a small, private church-affiliated university and majoring in art or music as well as students who participated in intercollegiate athletics completed the Mental Rotations Test. Women's scores on the Mental Rotations Test benefitted from experience with spatial activities; the more types of experience the women had, the better their scores. Thus women who were athletes, musicians, or artists scored better than those women who had no experience with these activities. The opposite results were found for the men. Efforts are currently underway to assess how length of experience and which types of experience are related to scores. PMID:16060458

Ginn, Sheryl R; Pickens, Stefanie J

2005-06-01

207

Beyond the uniformity myth: A comparison of academically successful and unsuccessful test-anxious college students  

Microsoft Academic Search

72 college students were administered a battery of tests including the Test Anxiety Scale, Worry-Emotionality Scale, Fear of Negative Evaluation, and Academic Self-Evaluation Questionnaire. Two levels of test anxiety were crossed with 2 levels of academic performance in a factorial design. High-anxious Ss differed from low-anxious Ss on traditional cognitive and somatic indicators of test anxiety, but not on any

Steven D. Brown; Tamara L. Nelson

1983-01-01

208

Test Score Stability and the Relationship of Adult Manifest Anxiety Scale-College Version Scores to External Variables among Graduate Students  

ERIC Educational Resources Information Center

A sample of 79 individuals participated in the present study to evaluate the test score stability (8-week test-retest interval) and construct validity of the scores of the Adult Manifest Anxiety Scale-College Version, a new measure used to assess anxiety in college students, for application to graduate-level students. Results of the study…

Lowe, Patricia A.; Peyton, Vicki; Reynolds, Cecil R.

2007-01-01

209

Cognitive Ability and Personality Variables as Predictors of School Grades and Test Scores in Adolescents  

ERIC Educational Resources Information Center

The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference during learning further aid in predicting students' achievement because they are operative in situations…

Hofer, Manfred; Kuhnle, Claudia; Kilian, Britta; Fries, Stefan

2012-01-01

210

21 CFR 866.6050 - Ovarian adnexal mass assessment score test system.  

Code of Federal Regulations, 2013 CFR

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES IMMUNOLOGY AND MICROBIOLOGY DEVICES Tumor Associated Antigen immunological Test Systems § 866.6050 Ovarian adnexal mass assessment score...

2013-04-01

211

Propensity score matching in estimating the effect of managerial education on academic planning behavior. Study design: a cross-sectional study  

PubMed Central

Background In many academic settings teaching a particular topic is applied to every student enrolled in the same academic year, it is a difficult task for researchers to design a randomized control group study. This research aimed to estimate the effect of teaching management and planning on increasing academic planning behavior (APB), using propensity score matching (PSM). Methods In a cross-sectional survey utilizing a self-reported structured questionnaire on a systematic random sample of 421 students in Hanoi Medical University, one of the eight medical schools in Vietnam, this evaluation study adopted regression procedures to assess model fit, then PSM to create a matched control group in order to allow for evaluating the effect of management education. Results The study showed both direct and indirect effects of the education on behavior. After PSM to adjust for the possible confounders to balance statistically two groups - with and without management education, there is statistically a significant difference in APB between these two groups, making a net difference of 18.60% (p < .05). The estimated 18.6 percentage point increase can be translated into the practice of APB by 670 students in the population. This number of academic planners can be attributed to a high recall of important management and planning education. Conclusions The study provided theoretical as well as practical implications to guide the design of the education and evaluation of teaching.

2011-01-01

212

Trends in Black-White Test-Score Differentials. Discussion Paper.  

ERIC Educational Resources Information Center

Until the 1970s, there were few signs of change in the historic difference of one standard deviation between average ability or achievement test scores of black and white students. From 1970 to the mid-to-late 1980s, there was a substantial convergence of the average achievement test scores of blacks and whites. From the mid-to-late 1980s to 1992,…

Hauser, Robert M.; Huang, Min-Hsiung

213

A simple clinical score accurately predicts outcome in a community-based population undergoing stress testing  

Microsoft Academic Search

PurposeScoring systems based on clinical variables are available but not widely applied for evaluating patients with chronic coronary artery disease. The purpose of this study was to validate the prognostic value of a simple clinical scoring system, originally developed in patients referred for a nuclear stress test at a tertiary-care medical center, in a less-selected, community-based population undergoing stress testing

Todd D. Miller; Veronique L. Roger; David O. Hodge; Raymond J. Gibbons

2005-01-01

214

Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement  

ERIC Educational Resources Information Center

|This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic

Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.

2013-01-01

215

A primer-test centered equating method for setting cut-off scores.  

PubMed

This study evaluated the use of a new primary field test method based on test equating to address inconsistent classification among field tests. We analyzed students' information on the Progressive Aerobic Cardiovascular Endurance Run (PACER), mile run (MR), and VO2max from three data sets (college: n = 94; middle school: n = 39; elementary school: n = 96). Using the college and elementary school data, the equivalent relationship between PACER and MR scores was first established by the Kernel equating method. This yielded MR scores derived from PACER (mile run PACER equated [MR PEQ]), which were used to predict maximal oxygen uptake (VO2max) and classify students according to the FITNESSGRAM Healthy Fitness Zones. We compared the results to the predictions and classifications based on measured VO2max, MR and PACER-predicted VO2max and cross-validated the relationships using the middle school data. We found the test conversion to be accurate and that the MR PEQ scores functioned similarly to the original MR scores. Both performed better than the original PACER scores in predicting VO2max and classifying students. The middle school data generally supported these results. The proposed method is accurate and effective in setting a new field test onto the same scale of a primary field test and determining its cut-off scores. PMID:21268463

Zhu, Weimo; Plowman, Sharon Ann; Park, Youngsik

2010-12-01

216

Relationship between Academic Stress and Suicidal Ideation: Testing for Depression as a Mediator Using Multiple Regression  

ERIC Educational Resources Information Center

|Relations among academic stress, depression, and suicidal ideation were examined in 1,108 Asian adolescents 12-18 years old from a secondary school in Singapore. Using Baron and Kenny's [J Pers Soc Psychol 51:1173-1192, 1986] framework, this study tested the prediction that adolescent depression mediated the relationship between academic stress…

Ang, Rebecca P.; Huan, Vivien S.

2006-01-01

217

Longitudinal Test of a Social Cognitive Model of Academic and Life Satisfaction  

ERIC Educational Resources Information Center

|The authors tested a social cognitive model of academic and overall life satisfaction in a sample of 769 university students. The predictors, drawn from Lent's unifying perspective on well-being and psychosocial adjustment, included social cognitive (academic self-efficacy, goal progress, social support) and personality (trait positive affect)…

Singley, Daniel B.; Lent, Robert W.; Sheu, Hung-Bin

2010-01-01

218

Relationship between Academic Stress and Suicidal Ideation: Testing for Depression as a Mediator Using Multiple Regression  

ERIC Educational Resources Information Center

Relations among academic stress, depression, and suicidal ideation were examined in 1,108 Asian adolescents 12-18 years old from a secondary school in Singapore. Using Baron and Kenny's [J Pers Soc Psychol 51:1173-1192, 1986] framework, this study tested the prediction that adolescent depression mediated the relationship between academic stress…

Ang, Rebecca P.; Huan, Vivien S.

2006-01-01

219

Deriving Comparable Scores for Computer Adaptive and Conventional Tests: An Example Using the SAT.  

ERIC Educational Resources Information Center

|Procedures used to establish the comparability of scores derived from the College Board Admissions Testing Program (ATP) computer adaptive Scholastic Aptitude Test (SAT) prototype and the paper-and-pencil SAT are described in this report. Both the prototype, which is made up of Verbal and Mathematics computer adaptive tests (CATs), and a form of…

Eignor, Daniel R.

220

Effects of Student Self-Corrective Measures on Learning and Standardized Test Scores  

ERIC Educational Resources Information Center

|This study examined whether students who graded and corrected their own test papers improved their learning and standardized test scores on the North Carolina end-of-course test in United States History. Four preexisting, intact classrooms of 11th grade United States History students in two different high schools formed the basis of this…

Poplin, Beth D.

2010-01-01

221

Deriving Comparable Scores for Computer Adaptive and Conventional Tests: An Example Using the SAT.  

ERIC Educational Resources Information Center

Procedures used to establish the comparability of scores derived from the College Board Admissions Testing Program (ATP) computer adaptive Scholastic Aptitude Test (SAT) prototype and the paper-and-pencil SAT are described in this report. Both the prototype, which is made up of Verbal and Mathematics computer adaptive tests (CATs), and a form of…

Eignor, Daniel R.

222

The 5-Step Way to Raise Test Scores: Using the Data to Drive Your Instruction  

ERIC Educational Resources Information Center

Many teachers look at standardized tests as something to be dreaded. This author and teacher looks at standardized-test scores and sees a tool to bring students learning to new heights. This is a way for teachers to target instruction exactly where it's needed. A way to get students looking forward to end-of-the-year tests (really!) as a way to…

East, Pam C.

2005-01-01

223

Estimating the Relationship between Use of Test-Preparation Methods and Scores on the Graduate Management Admission Test.  

ERIC Educational Resources Information Center

This study sought to examine the relationship between five methods of test preparation and test performance as measured by Graduate Management Admission Test (GMAT) Verbal, Quantitative and Total scores. Data on method of test preparation were obtained through voluntary examinee response to five questions which appeared on the answer sheets. One…

Leary, Linda F.; Wightman, Lawrence E.

224

Goal orientations of academic departments: A test of Biglan's model  

Microsoft Academic Search

Examined variations in the goal orientations of 488 academic departments in 32 public universities by stepwise multiple discriminant analysis procedures. In a nationwide study, department chairmen rated 11 goals on a 5-point scale according to the amount of emphasis placed on each. 3 discriminant functions were statistically significant. The nature of the differentiation provided by these 3 discriminant functions was

John C. Smart; Charles F. Elton

1975-01-01

225

Feeding the Pipeline: Academic Skills Training for Predental Students  

Microsoft Academic Search

This article reports the outcomes of an evaluation conducted to determine if an academic skills training program for un- dergraduate predental students from underrepresented minority backgrounds increased the students' standardized academic skills test scores for vocabulary, reading comprehension, reading rates, spelling, and math as well as subject-specific test results in biol - ogy, chemistry, and physics. Data from standardized academic

Geraldine Markel; Marilyn Woolfolk; Marita Rohr Inglehart

226

Differential Prediction of Graduate Student Achievement from Miller Analogies Test Scores.  

ERIC Educational Resources Information Center

Although the Miller Analogies Test (MAT) is used extensively as an admissions test for graduate programs, relatively little research has examined the validity of the MAT for predicting subsequent graduate student achievement and no published studies have examined differential prediction of student performance from MAT scores. There were two…

House, J. Daniel; Keeley, Edward J.

227

Comparison of Standardized Test Scores from Traditional Classrooms and Those Using Problem-Based Learning  

ERIC Educational Resources Information Center

|This research compares differences between standardized test scores in problem-based learning (PBL) classrooms and a traditional classroom for 6th grade students using a mixed-method, quasi-experimental and qualitative design. The research shows that problem-based learning is as effective as traditional teaching methods on standardized tests. The…

Needham, Martha Elaine

2010-01-01

228

CSCOPE's Effect on Texas' State Mandated Standardized Test Scores in Mathematics  

ERIC Educational Resources Information Center

|The purpose of the study was to examine standardized test scores of school districts in the state of Texas that have implemented CSCOPE, a popular curriculum management system, in an effort to determine what effect, if any, its implementation has had. The standardized test used in the state of the Texas is titled the Texas Assessment of Knowledge…

Merritt, Brent Ross

2011-01-01

229

Zertifikat Deutsch als Fremdsprache and the Oral Proficiency Interview: A Comparison of Test Scores and Examinations.  

ERIC Educational Resources Information Center

Investigates what correlations might exist between an individual's score on the Zertifikat Deutsch als Fremdsprache and on the Oral Proficiency Interview. The tests themselves are briefly described. Results indicate that the two tests appear to correlate well in their evaluation of speaking skills. (SED)

Lalande, John F.; Schweckendiek, Jurgen

1986-01-01

230

Identifying Local Dependence with a Score Test Statistic Based on the Bifactor Logistic Model  

ERIC Educational Resources Information Center

Local dependence (LD) refers to the violation of the local independence assumption of most item response models. Statistics that indicate LD between a pair of items on a test or questionnaire that is being fitted with an item response model can play a useful diagnostic role in applications of item response theory. In this article, a new score test

Liu, Yang; Thissen, David

2012-01-01

231

Examining the stability of Automated Neuropsychological Assessment Metric (ANAM) baseline test scores  

Microsoft Academic Search

Computerized neuropsychological (NP) testing has evolved into an important tool for clinicians in the assessment of sport-related concussions. The importance of having a reliable baseline test score for comparison post concussion is critical; yet, the stability of these baseline measurements has not been well established. The purpose of this study was to examine the consistency of the measurements derived from

Thomas W. Kaminski; Rachel M. Groff; Joseph J. Glutting

2009-01-01

232

Beating the Odds: A Low Equalized Assessed Valuation Elementary School with High Standardized Test Scores  

ERIC Educational Resources Information Center

|This mixed methods study examines what makes Bluffview Elementary School a success as measured by the ISAT, the mandated state test of Illinois. Despite national reports of achievement gaps and low test scores, Bluffview Elementary has shown sustained success in educating children. This paper reviews how Bluffview Elementary students are…

Levin, Brian

2011-01-01

233

Zertifikat Deutsch als Fremdsprache and the Oral Proficiency Interview: A Comparison of Test Scores and Examinations.  

ERIC Educational Resources Information Center

|Investigates what correlations might exist between an individual's score on the Zertifikat Deutsch als Fremdsprache and on the Oral Proficiency Interview. The tests themselves are briefly described. Results indicate that the two tests appear to correlate well in their evaluation of speaking skills. (SED)|

Lalande, John F.; Schweckendiek, Jurgen

1986-01-01

234

Observations on the Use of Test Scores as a Basis for Allocating Educational Funds.  

ERIC Educational Resources Information Center

|Test-based funding (TBF) is the concept that allocations of educational funds from one political unit to another should be larger as the proportion of pupils in the receiving unit tho have low test scores is larger. The arguments offered in support of TBF are presented. The most serious acknowledged drawback to TBF is its potential disincentive…

Feldmesser, Robert A.

235

Differential Prediction of Graduate Student Achievement from Miller Analogies Test Scores.  

ERIC Educational Resources Information Center

|Although the Miller Analogies Test (MAT) is used extensively as an admissions test for graduate programs, relatively little research has examined the validity of the MAT for predicting subsequent graduate student achievement and no published studies have examined differential prediction of student performance from MAT scores. There were two…

House, J. Daniel; Keeley, Edward J.

236

Locus of control, test anxiety, academic procrastination, and achievement among college students.  

PubMed

114 undergraduates completed the Internal-External Locus of Control scale, the Procrastination Scale, and the Achievement Anxiety Test. They also provided a self-report of their cumulative GPA. Students were divided into two groups by a median-split of 10.5, yielding an internally oriented group of 57 and an externally oriented group of 57. The former students showed significantly lower academic procrastination, debilitating test anxiety, and reported higher academic achievement than the latter. PMID:15587223

Carden, Randy; Bryant, Courtney; Moss, Rebekah

2004-10-01

237

Test-day genetic analysis of condition score and heart girth in Holstein Friesian cows.  

PubMed

This study aimed to estimate heritability for condition score and heart girth using a test-day model, to investigate the genetic relationships between condition score, heart girth, and milk yield traits and to analyze the genetic relationships of condition score and heart girth measured at different stages of lactation. Cows from 25 dairy herds were scored for body condition and measured for heart girth at 3-mo intervals for 2 yr. Approximately 5000 test-day observations on condition score, heart girth, and milk fat and protein yield from 1344 Italian Friesian cows were analyzed using two approaches: 1) repeated observations for a trait were considered repeated measurements of the same trait; 2) observations for a trait collected in different stages of lactation (dry period, 1 to 75, 76 to 130, 131 to 210, and 211 to 300 DIM) were treated as different traits. (Co)variance components and related parameters were estimated using REML multiple-trait procedures and animal models with unequal design for different traits. Heritability estimates for fat and protein test-day yield and for test-day condition score and heart girth were 0.22, 0.18, 0.29, and 0.33, respectively. Condition score was negatively correlated with yield traits and positively correlated with heart girth, whereas genetic relationships between heart girth and milk yield traits were negligible. Heritability estimates were 0.27 for condition score recorded in the first half of lactation (1 to 75 and 76 to 130 DIM), 0.36 for condition score in the second half of lactation (131 to 210 and 211 to 300 DIM) and 0.32 for condition score recorded on dry cows. Genetic correlations between condition scores measured in different lactation stages were generally high (0.85 or more), with the exception of the relationships between the first and the last stage of lactation (0.74) and between the first half of lactation and the dry period (0.7). Heritability estimates for heart girth in different lactation stages ranged from 0.31 to 0.40, and genetic correlations between high girth measured in different lactation stages were higher than 0.80. PMID:11699465

Gallo, L; Carnier, P; Cassandro, M; Dal Zotto, R; Bittante, G

2001-10-01

238

Post-Hoc IRT Equating of Previously Administered English Tests for Comparison of Test Scores  

ERIC Educational Resources Information Center

|Despite growing concerns about declining scholastic abilities of Japanese students throughout Japan prior to the implementation of the revised Courses of Study in 2002, little empirical evidence was available at that time to support this perceived decline in academic performance. This research describes post-hoc IRT equating of previously…

Saida, Chisato; Hattori, Tamaki

2008-01-01

239

A Score Based on Screening Tests to Differentiate Mild Cognitive Impairment from Subjective Memory Complaints  

PubMed Central

It is not easy to differentiate patients with mild cognitive impairment (MCI) from subjective memory complainers (SMC). Assessments with screening cognitive tools are essential, particularly in primary care where most patients are seen. The objective of this study was to evaluate the diagnostic accuracy of screening cognitive tests and to propose a score derived from screening tests. Elderly subjects with memory complaints were evaluated using the Mini Mental State Examination (MMSE) and the Brief Cognitive Battery (BCB). We added two delayed recalls in the MMSE (a delayed recall and a late-delayed recall, LDR), and also a phonemic fluency test of letter P fluency (LPF). A score was created based on these tests. The diagnoses were made on the basis of clinical consensus and neuropsychological testing. Receiver operating characteristic curve analyses were used to determine area under the curve (AUC), the sensitivity and specificity for each test separately and for the final proposed score. MMSE, LDR, LPF and delayed recall of BCB scores reach statistically significant differences between groups (P=0.000, 0.03, 0.001 and 0.01, respectively). Sensitivity, specificity and AUC were MMSE: 64%, 79% and 0.75 (cut off <29); LDR: 56%, 62% and 0.62 (cut off <3); LPF: 71%, 71% and 0.71 (cut off <14); delayed recall of BCB: 56%, 82% and 0.68 (cut off <9). The proposed score reached a sensitivity of 88% and 76% and specificity of 62% and 75% for cut off over 1 and over 2, respectively. AUC were 0.81. In conclusion, a score created from screening tests is capable of discriminating MCI from SMC with moderate to good accurancy.

de Gobbi Porto, Fabio Henrique; Spindola, Livia; de Oliveira, Maira Okada; Figueredo do Vale, Patricia Helena; Orsini, Marco; Nitrini, Ricardo; Dozzi Brucki, Sonia Maria

2013-01-01

240

The Dental Hygiene Aptitude Tests and the American College Testing Program Tests as Predictors of Scores on the National Board Dental Hygiene Examination.  

ERIC Educational Resources Information Center

Scores from the National Board Dental Hygiene Examination (NBDHE) served as the criterion variable in a comparison of the predictive validity of the Dental Hygiene Aptitude Tests (DHAT) and the ACT Assessment tests. The DHAT-Science and Verbal tests combined to produce the highest multiple correlation with NBDHE scores. (Author/DWH)

Longenbecker, Sueann; Wood, Peter H.

1984-01-01

241

Predictive effects of teachers and schools on test scores, college attendance, and earnings.  

PubMed

I studied predictive effects of teachers and schools on test scores in fourth through eighth grade and outcomes later in life such as college attendance and earnings. For example, predict the fraction of a classroom attending college at age 20 given the test score for a different classroom in the same school with the same teacher and given the test score for a classroom in the same school with a different teacher. I would like to have predictive effects that condition on averages over many classrooms, with and without the same teacher. I set up a factor model that, under certain assumptions, makes this feasible. Administrative school district data in combination with tax data were used to calculate estimates and do inference. PMID:24101492

Chamberlain, Gary E

2013-10-07

242

Practice in computer-based testing improves scores on the National Certification Examination for Nurse Anesthetists.  

PubMed

This retrospective study examined whether practice in computer-based tests (CBTs) in student registered nurse anesthetists improved scores on the National Certification Examination (NCE). A group of students with extensive practice in CBTs was compared with a group of students whose tests were administered primarily on paper. Groups were matched on age, grade point average (GPA), and gender (n = 73 each). Higher GPA was associated with higher NCE scores overall. Adjusted for GPA (with analysis of covariance), the mean NCE proficiency score (phi) in the CBT group was 2.68 (95% confidence interval, 2.54-2.82), which was higher than the mean score in the paper-based group of 2.36 (95% confidence interval, 2.22-2.50), with an effect size of 0.52. When subgroups were examined, CBT practice improved NCE scores only in those students with graduate GPA less than or equal to 3.50, with an effect size of 1.1. It was concluded that, controlling for GPA, student registered nurse anesthetists at a university with greater exposure to CBTs had higher scores on the NCE than a comparison group with less practice in CBTs. This difference was significant only in students with GPA of 3.50 or less, consistent with a beneficial effect of practice in CBTs. PMID:23248833

Dosch, Michael P

2012-08-01

243

Relation between Kaufman Brief Intelligence Test and WISC-III scores of children with RD.  

PubMed

Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was evaluated, as well as the K-BIT's accuracy as a predictor of WISC-III scores, in a sample of young children with reading disabilities. The two measures were administered to 65 children from Atlanta, Boston, and Toronto who ranged from 6-5 to 7-11 years of age at testing. Correlations between the verbal, nonverbal, and composite scales of the K-BIT and WISC-III were .60, .48, and .63, respectively. Mean K-BIT scores ranged from 1.2 to 5.0 points higher than the corresponding WISC-III scores. Standard errors of estimation ranged from 10.0 to 12.3 points. In individual cases, K-BIT scores can underestimate or overestimate WISC-III scores by as much as 25 points. Results suggest caution against using the K-BIT exclusively for placement and diagnostic purposes with young children with reading disabilities if IQ scores are required. PMID:15497268

Chin, C E; Ledesma, H M; Cirino, P T; Sevcik, R A; Morris, R D; Frijters, J C; Lovett, M W

244

Determining Minimum Cognitive Scores for the First-Time Academic Achievement Success on the Education Doctoral Comprehensive Examination  

ERIC Educational Resources Information Center

This purpose of the present study was to estimate minimum admission requirements using cognitive measures that will maximize candidate success on the doctoral comprehensive examination. Moreover, the present study established minimum scores on the Graduate Record Examinations (verbal and quantitative components) that will maximize doctoral student…

Cavil, Jafus Kenyatta

2009-01-01

245

Determining Minimum Cognitive Scores for the First-Time Academic Achievement Success on the Education Doctoral Comprehensive Examination  

ERIC Educational Resources Information Center

|This purpose of the present study was to estimate minimum admission requirements using cognitive measures that will maximize candidate success on the doctoral comprehensive examination. Moreover, the present study established minimum scores on the Graduate Record Examinations (verbal and quantitative components) that will maximize doctoral…

Cavil, Jafus Kenyatta

2009-01-01

246

College Students' Social and Academic Behaviors and Scores on the Five Factors: Are Personality Measures Predictive of Campus Functioning?  

ERIC Educational Resources Information Center

|This study was designed to assess the concurrent validity of the Brief Mini Markers Inventory. The 40-item Mini Markers scale and a 15-item situational response questionnaire were administered to a sample of college students. It was hypothesized that scores on the Mini Marker factors would correlate highly with responses to situations tapping the…

Algeo, Eileen; Robertson, Erin; Pomante, Michael; Dias, Rosabelle; Austin, Megan; Brosh, Joanne; Clark, Stephanie; Chambliss, Catherine

247

An Assessment of the Predictive Validity of Impact Factor Scores: Implications for Academic Employment Decisions in Social Work  

ERIC Educational Resources Information Center

|Objective: Bibliometrics is a method of examining scholarly communications. Concerns regarding the use of bibliometrics in general, and the impact factor score (IFS) in particular, have been discussed across disciplines including social work. Although there are frequent mentions in the literature of the IFS as an indicator of the impact or…

Holden, Gary; Rosenberg, Gary; Barker, Kathleen; Onghena, Patrick

2006-01-01

248

Expected Test Scores for Preschoolers with a Cochlear Implant Who Use Spoken Language  

PubMed Central

Purpose The major purpose of this study was to provide information about expected spoken language skills of preschool-aged children who are deaf and who use a cochlear implant. A goal was to provide “benchmarks” against which those skills may be compared, for a given age at implantation. We also examined whether parent-completed checklists of children's language were correlated with results of standardized language tests and whether scores increased linearly with decreasing age-of-implantation and increasing duration of cochlear implant use. Method Participants were a nation-wide sample of 76 children who were deaf and orally-educated and who received an implant by 38 months of age. Formal language tests were administered at age 4.5 years. The MacArthur-Bates Communicative Development Inventory (MBCDI) was completed by parents when children were ages 3.5 and 4.5 years. Results Based on regression analyses, expected test scores for each age at implant are provided for two commonly administered language tests at 4.5 years of age and MBCDI subscale scores at 3.5 and 4.5 years. Concurrent test scores were significantly correlated on all measures. A linear relation was found which predicted increasing test scores with younger ages at implantation for all scales administered. Conclusions While the expected scores reported here should not be considered as normative data, they are benchmarks which may be useful for evaluating spoken language progress of children with cochlear implants in enrolled in spoken language-based programs.

Nicholas, Johanna G.; Geers, Ann E.

2008-01-01

249

Impact of a standardized test package on exit examination scores and NCLEX-RN outcomes.  

PubMed

The purpose of this ex post facto correlational study was to compare exit examination scores and NCLEX-RN(®) pass rates of baccalaureate nursing students who differed in level of participation in a standardized test package. Three cohort groups emerged as a standardized test package was introduced: (a) students who did not participate in a standardized test package; (b) students with two semesters of a standardized test package; and (c) students with four semesters of a standardized test package. Benner's novice-to-expert theory framed the study in the belief that students best acquire knowledge and skills through practice and reflection. Students participating in four semesters of a standardized test package demonstrated higher exit examination scores and NCLEX-RN pass rates compared with students who did not participate in this package. This study's results could inform nurse educators about strategies to facilitate nursing student success on exit examinations and the NCLEX-RN. PMID:23413805

Homard, Catherine M

2013-02-19

250

Power of a score test for quantitative trait linkage analysis of relative pairs.  

PubMed

The score test of Dudoit and Speed [(2000) Biostatistics 1:1-26] to detect linkage between a trait locus and a marker locus, using identity by descent data on sib pairs, is extended to other types of relative pairs (grandparent/grandchild, avuncular, and half-sib relationships). The test is based on the likelihood of the recombination fraction theta between trait and marker loci, conditional on phenotypes of the relatives. We present results of simulation studies characterizing power and robustness properties of this linkage score test, and compare the power of the score test to that of the classical and modified Haseman-Elston tests. The score test has considerable power, particularly under sampling schemes where selection is on double probands. Use of a generic additive model [Goldstein et al., submitted] with allele frequency p = 0.2, heritability H = 0.3, and a moderate residual correlation of rho = 0.2 resulted in a very good overall performance across a wide range of trait-generating models. PMID:11055375

Goldstein, D R; Dudoit, S; Speed, T P

2000-01-01

251

Some Methodological Issues in Using Standardized Test Scores to Evaluate Large Scale Educational Programs. CSE Report No. 111.  

ERIC Educational Resources Information Center

It is unsafe to estimate achievement test norms for fall testing by linear interpolation between norms for the previous spring testing and norms for the following spring. Second grade students were tested in reading and arithmetic in the fall and in the spring to provide pre-test and post-test data for evaluation of academic growth. Three…

Conklin, Jon

252

Extracurricular participation and academic outcomes: testing the over-scheduling hypothesis.  

PubMed

There is a growing concern that some youth are overscheduled in extracurricular activities, and that this increasing involvement has negative consequences for youth functioning. This article used data from the Educational Longitudinal Study (ELS: 2002), a nationally representative and ethnically diverse longitudinal sample of American high school students, to evaluate this hypothesis (N = 13,130; 50.4% female). On average, 10th graders participated in between 2 and 3 extracurricular activities, for an average of 5 h per week. Only a small percentage of 10th graders reported participating in extracurricular activities at high levels. Moreover, a large percentage of the sample reported no involvement in school-based extracurricular contexts in the after-school hours. Controlling for some demographic factors, prior achievement, and school size, the breadth (i.e., number of extracurricular activities) and the intensity (i.e., time in extracurricular activities) of participation at 10th grade were positively associated with math achievement test scores, grades, and educational expectations at 12th grade. Breadth and intensity of participation at 10th grade also predicted educational status at 2 years post high school. In addition, the non-linear function was significant. At higher breadth and intensity, the academic adjustment of youth declined. Implications of the findings for the over-scheduling hypothesis are discussed. PMID:21814871

Fredricks, Jennifer A

2011-08-04

253

The Effect of School Poverty on Racial Gaps in Tests Scores: The Case of the Minnesota Basic Standards Tests  

ERIC Educational Resources Information Center

A data from 1996,1998 and 1999 Minnesota comprehensive statewide testing on eight graders is used to analyze whether African American students perform worse than the white students who attend the poverty schools. The analyses conclude that African American-White test score gap is attributed more to the racial discriminations and racial treatments…

Myers, Samuel L.; Kim, Hyeoneui; Mandala, Cheryl

2004-01-01

254

Do Standardized Tests Penalize Deep-Thinking, Creative, or Conscientious Students?: Some Personality Correlates of Graduate Record Examinations Test Scores  

ERIC Educational Resources Information Center

|The objective of the study reported here was to explore the relationship of Graduate Record Examinations (GRE) General Test scores to selected personality traits--conscientiousness, rationality, ingenuity, quickness, creativity, and depth. A sample of 342 GRE test takers completed short personality inventory scales for each trait. Analyses…

Powers, Donald E.; Kaufman, James C.

2004-01-01

255

Accelerated Desensitization and Adaptive Attitudes Interventions and Test Gains with Academic Probation Students  

ERIC Educational Resources Information Center

The study evaluates the test-gain benefits of an accelerated desensitization and adaptive attitudes intervention for test-anxious students. College students were screened for high test anxiety. Twenty anxious students, half of them on academic probation, were assigned to an Intervention or to a minimal treatment Control group. The Intervention was…

Driscoll, Richard; Holt, Bruce; Hunter, Lori

2005-01-01

256

Segregation and the Black-White Test Score Gap. NBER Working Paper No. 12988  

ERIC Educational Resources Information Center

The mid-1980s witnessed breaks in two important trends related to race and schooling. School segregation, which had been declining, began a period of relative stasis. Black-white test score gaps, which had also been declining, also stagnated. The notion that these two phenomena may be related is also supported by basic cross-sectional evidence. We…

Vigdor, Jacob; Ludwig, Jens

2007-01-01

257

An Evaluation of Three Approximate Item Response Theory Models for Equating Test Scores.  

ERIC Educational Resources Information Center

|Three item response models were evaluated for estimating item parameters and equating test scores. The models, which approximated the traditional three-parameter model, included: (1) the Rasch one-parameter model, operationalized in the BICAL computer program; (2) an approximate three-parameter logistic model based on coarse group data divided…

Marco, Gary L.; And Others

258

The Impact of Inclusion and Pullout on Middle School Students' Standardized Test Scores  

ERIC Educational Resources Information Center

|The purpose of this study was to determine if there was a difference in students' standardized test scores based on the instructional model their teachers used. One group of students was served under a pullout instructional model. The other was served under an inclusive model. It is not known whether or not the pullout instructional model or the…

Herriott, Tavita S.

2010-01-01

259

The Relationship between Computer Use and Standardized Test Scores: Does Gender Play a Role?  

ERIC Educational Resources Information Center

|Over the past few decades, and especially in the past ten years, computer use in schools has increased dramatically; however there has been little research examining the effects of technology use on student achievement, specifically defined by standardized test scores. There is also concern as to how technology use differs by gender and if that…

Kay, Rachel E.

2010-01-01

260

Integrating GIS in the Middle School Curriculum: Impacts on Diverse Students' Standardized Test Scores  

ERIC Educational Resources Information Center

|This case study conducted with 1,425 middle school students in Palm Beach County, Florida, included a treatment group receiving GIS instruction (256) and a control group without GIS instruction (1,169). Quantitative analyses on standardized test scores indicated that inclusion of GIS in middle school curriculum had a significant effect on student…

Goldstein, Donna; Alibrandi, Marsha

2013-01-01

261

The Fight's Not Always Fixed: Using Literary Response to Transcend Standardized Test Scores  

ERIC Educational Resources Information Center

|In 2004, the National Endowment for the Arts (NEA) concluded that "literature reading is fading as a meaningful activity, especially among younger people." How can educators continue to teach students about the power of literary response when the priority is for them to achieve proficiency on standardized tests, whose scores can only be narrowly…

Avila, JuliAnna

2012-01-01

262

Changes in Student Populations and Average Test Scores of Dutch Primary Schools  

ERIC Educational Resources Information Center

|This article focuses on the relation between student population characteristics and average test scores per school in the final grade of primary education from a dynamic perspective. Aggregated data of over 5,000 Dutch primary schools covering a 6-year period were used to study the relation between changes in school populations and shifts in mean…

Luyten, Hans; de Wolf, Inge

2011-01-01

263

Secular Declines in Cognitive Test Scores: A Reversal of the Flynn Effect  

ERIC Educational Resources Information Center

|Scores on cognitive tests have been very widely reported to have increased through the decades of the last century, a generational phenomenon termed the "Flynn Effect" since it was most comprehensively documented by James Flynn in the 1980's. There has, however, been very little evidence concerning any continuity of the effect specifically into…

Teasdale, Thomas W.; Owen, David R.

2008-01-01

264

Comprehensive School Reform and Standardized Test Scores in Illinois Elementary and Middle Schools  

ERIC Educational Resources Information Center

|The study examined the effects of the federally funded Comprehensive School Reform (CSR) program on student performance on mandated standardized tests. The study focused on the mathematics and reading scores of Illinois public elementary and middle and junior high school students. The federal CSR program provided Illinois schools with an annual…

McEnroe, James D.

2010-01-01

265

Identifying Local Dependence with a Score Test Statistic Based on the Bifactor Logistic Model  

ERIC Educational Resources Information Center

|Local dependence (LD) refers to the violation of the local independence assumption of most item response models. Statistics that indicate LD between a pair of items on a test or questionnaire that is being fitted with an item response model can play a useful diagnostic role in applications of item response theory. In this article, a new score

Liu, Yang; Thissen, David

2012-01-01

266

School Choice, Racial Segregation, and Test-Score Gaps: Evidence from North Carolina's Charter School Program  

ERIC Educational Resources Information Center

Using panel data that track individual students from year to year, we examine the effects of charter schools in North Carolina on racial segregation and black-white test score gaps. We find that North Carolina's system of charter schools has increased the racial isolation of both black and white students, and has widened the achievement gap.…

Bifulco, Robert; Ladd, Helen F.

2007-01-01

267

The Effects of Family Background, Test Scores, Personality Traits and Education on Economic Success.  

ERIC Educational Resources Information Center

|Ten surveys of American men aged 25-64 were analyzed to determine the effects of family background, adolescent personality traits, cognitive test scores, and years of schooling on occupational status and earnings in maturity. Some of the findings follow: Data on brothers indicated that prior research has underestimated the effect of family…

Jencks, Christopher; Rainwater, Lee

268

SPATIAL AND VERBAL MEMORY TEST SCORES FOLLOWING YOGA AND FINE ARTS CAMPS FOR SCHOOL CHILDREN  

Microsoft Academic Search

Abstract : Abstract : Abstract : Abstract : The performance scores of children (aged 11 to 16 years) in verbal and spatial memory tests were compared for two groups (n = 30, each), one attending a yoga camp and the other a fine arts camp. Both groups were assessed on the memory tasks initially and after ten days of their

MANJUNATH N. K; SHIRLEY TELLES

269

The Relationship between Computer Use and Standardized Test Scores: Does Gender Play a Role?  

ERIC Educational Resources Information Center

Over the past few decades, and especially in the past ten years, computer use in schools has increased dramatically; however there has been little research examining the effects of technology use on student achievement, specifically defined by standardized test scores. There is also concern as to how technology use differs by gender and if that…

Kay, Rachel E.

2010-01-01

270

The head-up tilt test with haemodynamic instability score in diagnosing chronic fatigue syndrome  

Microsoft Academic Search

Summary Background: Studying patients with chronic fatigue syndrome (CFS), we have developed a method that uses a head-up tilt test (HUTT) to estimate BP and HR instability during tilt, expressed as a 'haemodynamic instability score' (HIS). Aim: To assess HIS sensitivity and specificity in the diagnosis of CFS. Design: Prospective controlled study. Methods: Patients with CFS (n= 40), non-CFS chronic

J. E. Naschitz; I. ROSNER; M. ROZENBAUM; S. NASCHITZ; R. MUSAFIA-PRISELAC; N. SHAVIV; H. ISSEROFF; E. ZUCKERMAN; D. YESHURUN; E. SABO

2003-01-01

271

Comparing State and District Test Results to National Norms: Interpretations of Scoring "Above the National Average."  

ERIC Educational Resources Information Center

|Norm-referenced test results reported by states and school districts and factors related to those scores were studied through mail and telephone surveys of 35 states and a nationally representative sample of 153 school districts to determine the degree to which "above average" results were being reported. Part of the stimulus for this study came…

Linn, Robert L.; And Others

272

End of Course Grades and Standardized Test Scores: Are Grades Predictive of Student Achievement?  

ERIC Educational Resources Information Center

|This study examined the extent to which end-of-course grades are predictive of Virginia Standards of Learning test scores in nine high school content areas. It also analyzed the impact of the variables school cluster attended, gender, ethnicity, disability status, Limited English Proficiency status, and socioeconomic status on the relationship…

Ricketts, Christine R.

2010-01-01

273

Permanent Income and the Black-White Test Score Gap. NBER Working Paper No. 17610  

ERIC Educational Resources Information Center

|Analysts often examine the black-white test score gap conditional on family income. Typically only a current income measure is available. We argue that the gap conditional on permanent income is of greater interest, and we describe a method for identifying this gap using an auxiliary data set to estimate the relationship between current and…

Rothstein, Jesse; Wozny, Nathan

2011-01-01

274

Defending the Quality of Links between Scores from Different Tests and Exams  

ERIC Educational Resources Information Center

|Paul Newton (2010), with his characteristic concern about theory, has set out two different ways of thinking about the basis upon which equivalences of one sort or another are established between test score scales. His reason for doing this is a desire to establish "the defensibility of linkages lower on the continuum than concordance." His…

Cresswell, Mike

2010-01-01

275

Teachers' Perceptions and Expectations and the Black-White Test Score Gap.  

ERIC Educational Resources Information Center

Evaluates how schools can positively affect the test score gap between black and white students by examining two potential sources for this difference: teachers and students. Offers evidence for the proposition that teachers' perceptions, expectations, and behaviors interact with students' beliefs, behaviors, and work habits in ways that help to…

Ferguson, Ronald F.

2003-01-01

276

The Black-White Test Score Gap through Third Grade. NBER Working Paper No. 11049  

ERIC Educational Resources Information Center

This paper describes basic facts regarding the black-white test score gap over the first four years of school. Black children enter school substantially behind their white counterparts in reading and math, but including a small number of covariates erases the gap. Over the first four years of school, however, blacks lose substantial ground…

Fryer, Roland G.; Levitt, Steven D.

2005-01-01

277

Intelligence Test Scores and Birth Order among Young Norwegian Men (Conscripts) Analyzed within and between Families  

ERIC Educational Resources Information Center

|The present paper reports the results of a within and between family analysis of the relation between birth order and intelligence. The material comprises more than a quarter of a million test scores for intellectual performance of Norwegian male conscripts recorded during 1984-2004. Conscripts, mostly 18-19 years of age, were born to women for…

Bjerkedal, Tor; Kristensen, Petter; Skjeret, Geir A.; Brevik, John I.

2007-01-01

278

Fitting the Normal-Ogive Factor Analytic Model to Scores on Tests.  

ERIC Educational Resources Information Center

|Describes how the nonlinear factor analytic approach of R. McDonald to the normal ogive curve can be used to factor analyze test scores. Discusses the conditions in which this model is more appropriate than the linear model and illustrates the applicability of both models using an empirical example based on data from 1,769 adolescents who took…

Ferrando, Pere J.; Lorenzo-Seva, Urbano

2001-01-01

279

Comprehensive School Reform and Standardized Test Scores in Illinois Elementary and Middle Schools  

ERIC Educational Resources Information Center

The study examined the effects of the federally funded Comprehensive School Reform (CSR) program on student performance on mandated standardized tests. The study focused on the mathematics and reading scores of Illinois public elementary and middle and junior high school students. The federal CSR program provided Illinois schools with an annual…

McEnroe, James D.

2010-01-01

280

76 FR 16350 - Medical Devices; Ovarian Adnexal Mass Assessment Score Test System; Labeling; Black Box Restrictions  

Federal Register 2010, 2011, 2012, 2013

The Food and Drug Administration (FDA) is proposing to amend the regulation classifying ovarian adnexal mass assessment score test systems to restrict these devices so that a prescribed warning statement that addresses a risk identified in the special controls guidance document must be in a black box and must appear in all labeling, advertising, and promotional material. The black box warning......

2011-03-23

281

An NCME Instructional Module on Quality Control Procedures in the Scoring, Equating, and Reporting of Test Scores  

ERIC Educational Resources Information Center

|There is significant potential for error in long production processes that consist of sequential stages, each of which is heavily dependent on the previous stage, such as the SER (Scoring, Equating, and Reporting) process. Quality control procedures are required in order to monitor this process and to reduce the number of mistakes to a minimum.…

Allalouf, Avi

2007-01-01

282

Identifying genetic marker sets associated with phenotypes via an efficient adaptive score test.  

PubMed

In recent years, genome-wide association studies (GWAS) and gene-expression profiling have generated a large number of valuable datasets for assessing how genetic variations are related to disease outcomes. With such datasets, it is often of interest to assess the overall effect of a set of genetic markers, assembled based on biological knowledge. Genetic marker-set analyses have been advocated as more reliable and powerful approaches compared with the traditional marginal approaches (Curtis and others, 2005. Pathways to the analysis of microarray data. TRENDS in Biotechnology 23, 429-435; Efroni and others, 2007. Identification of key processes underlying cancer phenotypes using biologic pathway analysis. PLoS One 2, 425). Procedures for testing the overall effect of a marker-set have been actively studied in recent years. For example, score tests derived under an Empirical Bayes (EB) framework (Liu and others, 2007. Semiparametric regression of multidimensional genetic pathway data: least-squares kernel machines and linear mixed models. Biometrics 63, 1079-1088; Liu and others, 2008. Estimation and testing for the effect of a genetic pathway on a disease outcome using logistic kernel machine regression via logistic mixed models. BMC bioinformatics 9, 292-2; Wu and others, 2010. Powerful SNP-set analysis for case-control genome-wide association studies. American Journal of Human Genetics 86, 929) have been proposed as powerful alternatives to the standard Rao score test (Rao, 1948. Large sample tests of statistical hypotheses concerning several parameters with applications to problems of estimation. Mathematical Proceedings of the Cambridge Philosophical Society, 44, 50-57). The advantages of these EB-based tests are most apparent when the markers are correlated, due to the reduction in the degrees of freedom. In this paper, we propose an adaptive score test which up- or down-weights the contributions from each member of the marker-set based on the Z-scores of their effects. Such an adaptive procedure gains power over the existing procedures when the signal is sparse and the correlation among the markers is weak. By combining evidence from both the EB-based score test and the adaptive test, we further construct an omnibus test that attains good power in most settings. The null distributions of the proposed test statistics can be approximated well either via simple perturbation procedures or via distributional approximations. Through extensive simulation studies, we demonstrate that the proposed procedures perform well in finite samples. We apply the tests to a breast cancer genetic study to assess the overall effect of the FGFR2 gene on breast cancer risk. PMID:22734045

Cai, Tianxi; Lin, Xihong; Carroll, Raymond J

2012-06-25

283

Talent Search Qualifying: Comparisons between Talent Search Students Qualifying via Scores on Standardized Tests and via Parent Nomination  

ERIC Educational Resources Information Center

|This study examined differences between students who qualified for talent search testing via scores on standardized tests and via parent nomination in their performances on the SAT or ACT and some demographic characteristics. Overall, the standardized testing group earned higher scores on the off-level tests than the parent nominated group. Asian…

Lee, Seon-Young; Olszewski-Kubilius, Paula

2006-01-01

284

Using Nonverbal Tests to Help Identify Academically Talented Children  

ERIC Educational Resources Information Center

|Language-reduced (nonverbal) ability tests are the primary talent identification tools for ELL children. The appropriate use of such tests with low-SES and minority children is more nuanced. Whenever language-reduced tests are used for talent identification, nonverbal tests that measure more than figural reasoning abilities should be employed.…

Lohman, David F.; Gambrell, James L.

2012-01-01

285

Effects of Public Preschool Expenditures on the Test Scores of 4th Graders: Evidence from TIMSS  

PubMed Central

This study examines the effects of public preschool expenditures on the math and science scores of 4th graders, holding constant child, family, and school characteristics, other relevant social expenditures, and country and year effects, in seven Organization for Economic Co-operation and Development (OECD) countries -- Australia, Japan, Netherlands, New Zealand, Norway, U.K., and U.S -- using data from the 1995 and 2003 Trends in International Mathematics and Science Study (TIMSS). Our results indicate that there are small but significant positive effects of public preschool expenditures on the math and science scores of 4th graders and preschool expenditures reduce the risk of children scoring at the low level of proficiency. We also find some evidence that children from low-resource homes and homes where the test language is not always spoken may tend to gain more from increased public preschool expenditures than other children,.

Waldfogel, Jane; Zhai, Fuhua

2011-01-01

286

A Comparison Study of the College Board Scholastic Aptitude Test Scores between Students in Indiana, the Midwestern Region, and the Nation. Includes Test Scores, High School Records, Socioeconomic Characteristics, and College Plans. Monograph 80-1.  

ERIC Educational Resources Information Center

|Selected data from three of the latest summary reports of the College Board's Admissions Testing Program (ATP) are presented. They are: College Bound Seniors, 1980-National, Midwestern, and Indiana. Data including Scholastic Aptitude Test (SAT) scores, the Test of Standard Written English (TSWE) scores, and information from the Student…

Lisack, J. P.

287

A Comparison Study of the College Board Scholastic Aptitude Test Scores between Students in Indiana, the Midwestern Region, and the Nation. Includes Test Scores, High School Records, Socioeconomic Characteristics, and College Plans. Monograph 80-1.  

ERIC Educational Resources Information Center

Selected data from three of the latest summary reports of the College Board's Admissions Testing Program (ATP) are presented. They are: College Bound Seniors, 1980-National, Midwestern, and Indiana. Data including Scholastic Aptitude Test (SAT) scores, the Test of Standard Written English (TSWE) scores, and information from the Student Descriptive…

Lisack, J. P.

288

Relationships between a Statewide Language Proficiency Test and Academic Achievement Assessments. LEP Projects Report 4  

ERIC Educational Resources Information Center

|Minnesota is one of many states that began development of an English proficiency test before federal requirements were in place to do so. It had decided to put into place a test that would provide the state with a better and more uniform gauge of how its population of English language learners (ELLs) was doing in their acquisition of academic

Kato, Kentaro; Albus, Debra; Liu, Kristin; Guven, Kamil; Thurlow, Martha

2004-01-01

289

Differences in the Cognitive Processes of Academically Successful and Unsuccessful Test-Anxious Students.  

ERIC Educational Resources Information Center

Extended research on cognitive factors that may differentially underlie test anxiety and academic performance by assessing differences in (a) information-processing strategies used to encode course-work information, (b) degree of belief in one's negative self-statements, (c) Type A behavior, (d) test-taking skills, and (e) unrealistic expectations…

Bruch, Monroe A.; And Others

1986-01-01

290

Beyond the Uniformity Myth: A Comparison of Academically Successful and Unsuccessful Test-Anxious College Students.  

ERIC Educational Resources Information Center

Studied factors that might differentially underlie test anxiety and academic performance of college students (N=72). Results revealed that high anxious students differed from low anxious students on traditional cognitive and somatic indicators of text anxiety but not on any measure of study or test-taking skills. (WAS)

Brown, Steven D.; Nelson, Tamara L.

1983-01-01

291

A Factor Analytic Study of Selected Tests of Specific Components of Academic Learning.  

ERIC Educational Resources Information Center

A factor analytic study was designed to examine the factor structure of a battery of 17 tests administered to 100 students at the primary, intermediate, and advanced (grades 7-10) levels and to determine differences in factor structures for the three groups. The tests, measures of academic achievement, included the Wechsler Intelligence Scale for…

Hill, Nancy

292

Usability Testing of an Academic Library Web Site: A Case Study.  

ERIC Educational Resources Information Center

|Discusses usability testing as a tool for evaluating the effectiveness and ease of use of academic library Web sites; considers human-computer interaction; reviews major usability principles; and explores the application of formal usability testing to an existing site at the University at Buffalo (NY) libraries. (Author/LRW)|

Battleson, Brenda; Booth, Austin; Weintrop, Jane

2001-01-01

293

Usability testing of an academic library Web site: a case study  

Microsoft Academic Search

Usability testing is an invaluable tool for evaluating the effectiveness and ease of use of academic library Web sites. This article reviews major usability principles and explores the application of formal usability testing to an existing site at the University at Buffalo libraries.

Brenda Battleson; Austin Booth; Jane Weintrop

2001-01-01

294

Correcting Two-Sample "z" and "t" Tests for Correlation: An Alternative to One-Sample Tests on Difference Scores  

ERIC Educational Resources Information Center

|In order to circumvent the influence of correlation in paired-samples and repeated measures experimental designs, researchers typically perform a one-sample Student "t" test on difference scores. That procedure entails some loss of power, because it employs N - 1 degrees of freedom instead of the 2N - 2 degrees of freedom of the…

Zimmerman, Donald W.

2012-01-01

295

Academic and Occupational Performance: A Quantitative Synthesis  

Microsoft Academic Search

Computer searches of three data bases and hand searches of four major review articles yielded 35 studies of the association between academic and occupational performance in various fields completed since 1950. The study-weighted mean of the 209 correlations is .155, and the standard deviation is .176. Although highly significant, academic indicators such as grades and test scores account on average

Gordon E. Samson; M. Elizabeth Graue; Thomas Weinstein; Herbert J. Walberg

1984-01-01

296

Differentiating Malingering from Genuine Cognitive Dysfunction Using the Trail Making Test-Ratio and Stroop Interference Scores  

Microsoft Academic Search

Patterns of test performance that are inconsistent with knowledge of brain dysfunction can potentially differentiate between malingering and true impairment among litigants with low scores on neuropsychological tests. In this study possible malingerers (n = 41), impaired (30) or cognitively normal (17) litigants were compared on the Trail Making Test B:A ratio score and Stroop Interference. The majority of possible malingerers had

Jens Egeland; Tone Langfjæran

2007-01-01

297

Examining the Validity of GED[R] Tests Scores with Scheduling and Setting Accommodations. GED Testing Service Research Studies, 2004-1  

ERIC Educational Resources Information Center

Current testing standards call for test developers to provide evidence that testing procedures and test scores, and the inferences made based on the test scores, show evidence of validity and are comparable across subpopulations (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on…

George-Ezzelle, Carol E.; Skaggs, Gary

2004-01-01

298

Does Volume of Patients Seen in an Outpatient Setting Impact Test Scores?  

Microsoft Academic Search

Background: Methods of teaching surgery in the outpatient setting and means to measure the effectiveness of these methods have not been defined. This study was designed to evaluate the impact of number of outpatient encounters on test scores for third-year medical students.Methods: Students rotating on the required third-year surgery clerkship between July 1994 and June 1996 kept a log of

Leigh Neumayer; Rose Marie McNamara; Merril Dayton; Benjamin Kim

1998-01-01

299

Relationship between academic stress and suicidal ideation: testing for depression as a mediator using multiple regression.  

PubMed

Relations among academic stress, depression, and suicidal ideation were examined in 1,108 Asian adolescents 12-18 years old from a secondary school in Singapore. Using Baron and Kenny's [J Pers Soc Psychol 51:1173-1192, 1986] framework, this study tested the prediction that adolescent depression mediated the relationship between academic stress and suicidal ideation in a four-step process. The previously significant relationship between academic stress and suicidal ideation was significantly reduced in magnitude when depression was included in the model providing evidence in this sample that adolescent depression was a partial mediator. The applied and practical implications for intervention and prevention work in schools are discussed. The present investigation also served as a demonstration to illustrate how multiple regression analyses can be used as one possible method for testing mediation effects within child psychology and psychiatry. PMID:16858641

Ang, Rebecca P; Huan, Vivien S

2006-01-01

300

Physiologic Dysfunction Scores and Cognitive Function Test Performance in United States Adults  

PubMed Central

Objective To investigate the relationship between a measure of cumulative physiologic dysfunction and specific domains of cognitive function. Methods We examined a summary score measuring physiological dysfunction, a multisystem measure of the body’s ability to effectively adapt to physical and psychological demands, in relation to cognitive function deficits in a population of 4511 adults aged 20 to 59 who participated in the third National Health and Nutrition Examination Survey (1988–1994). Measures of cognitive function comprised three domains: working memory, visuomotor speed, and perceptual-motor speed. ‘Physiologic dysfunction’ scores summarizing measures of cardiovascular, immunologic, kidney, and liver function were explored. We used multiple linear regression models to estimate associations between cognitive function measures and physiological dysfunction scores, adjusting for socioeconomic factors, test conditions, and self-reported health factors. Results We noted a dose-response relationship between physiologic dysfunction and working memory (coefficient = 0.207, 95% CI = (0.066, 0.348), p < 0.0001) that persisted after adjustment for all covariates (p = 0.03). We did not observe any significant relationships between dysfunction scores and visuomotor (p = 0.37) or perceptual-motor ability (p = 0.33). Conclusions Our findings suggest that multisystem physiologic dysfunction is associated with working memory. Future longitudinal studies are needed to clarify the underlying mechanisms and explore the persistency of this association into later life. We suggest that such studies should incorporate physiologic data, neuroendocrine parameters, and a wide range of specific cognitive domains.

Kobrosly, Roni W; Seplaki, Christopher L; Jones, Courtney M; van Wijngaarden, Edwin

2013-01-01

301

Implementation intentions and test anxiety: Shielding academic performance from distraction  

Microsoft Academic Search

College students whose test anxiety was measured completed a working memory-intensive math exam with televised distractions. Students were provided with implementation intentions (if–then plans; Gollwitzer, 1999) designed to either help them ignore the distractions (i.e., temptation-inhibiting plans) or focus more intently on the math exam (i.e., task-facilitating plans). Regression analyses showed that as test anxiety increased, the effectiveness of temptation-inhibiting

Elizabeth J. Parks-Stamm; Peter M. Gollwitzer; Gabriele Oettingen

2010-01-01

302

Assisting Minority Students in Meeting the Requirements of the College-Level Academic Skills Test. A Report Submitted to the Florida State Board of Education by the Task Force To Improve Minority Student Performance on the CLAST.  

ERIC Educational Resources Information Center

|During 1989, Florida citizens, educators, and students engaged in an intensive discussion about the passing score standards for the College Level Academic Skills Test (CLAST), which were scheduled to increase in August 1989. There was concern that the higher requirements would result in failure rates, particularly among Black and English as a…

Florida State Dept. of Education, Tallahassee. Office of Postsecondary Education Coordination.

303

Reliability and validity of useful field of view test scores as administered by personal computer.  

PubMed

The Useful Field of View test (UFOV(1)) is a measure of processing speed that predicts driving performance and other functional abilities in older adults. In comparison to a number of other visual and cognitive measures, the UFOV measure has consistently been found to be the strongest predictor of motor vehicle crashes of older adults. This measure has valuable applications in that computerized, performance-based measures that are predictive of crashes in the elderly population can provide an objective criterion for determining the need for driver restriction or rehabilitation. Administration of the UFOV test has evolved from the standard version (administered via touch-screen with the Visual Attention Analyzer) to two briefer versions, which are administered on a personal desktop computer (PC) using either a touch screen or mouse response option. These new versions of the test are briefer and require less specialized equipment, making the test more portable and practical for use in clinical settings. This study examined the reliability and validity of the scores from these two new versions. Results indicate that test-retest reliabilities of the scores from the UFOV PC versions are high (r's= 0 .884 for mouse and 0.735 for touch), and performance on both PC versions correlates well with performance on the standard version (r's = 0.658 for mouse and 0.746 for touch). Furthermore, scores were highly correlated (r = 0.916) when participants used either a touch screen or a mouse to input responses. In conclusion, the reliability and validity coefficients are of sufficient magnitude to make the touch and mouse PC versions of the UFOV practical for use in clinical evaluations. PMID:16019630

Edwards, Jerri D; Vance, David E; Wadley, Virginia G; Cissell, Gayla M; Roenker, Daniel L; Ball, Karlene K

2005-07-01

304

Allergy testing and immunotherapy in an academic otolaryngology practice: A 20-year review  

Microsoft Academic Search

Objective: Allergic disease plays a central role in the clinical practice of otolaryngology. The purpose of this study was to review the 20-year experience of an allergy clinic integrated within an otolaryngology practice at a major academic institution. Study design: We performed a retrospective database review of over 3300 otolaryngology patients referred for allergy skin testing between 1979 and 1999.

Harold S. Pine; Harold C. Pillsbury

2001-01-01

305

Usability Testing of a Web-Scale Discovery System at an Academic Library  

Microsoft Academic Search

Many academic libraries have either implemented or are considering a Web-scale discovery system, but few usability studies have been published in the library literature. This article describes the usability testing performed at Tulane University on the Primo discovery system. Several usability challenges were identified, particularly with the least experienced users; however, there is strong evidence that users adapt quickly to

David J. Comeaux

2012-01-01

306

Speededness of the Academic Assessment Placement Program (AAPP) Reading Comprehension Test.  

ERIC Educational Resources Information Center

|Whether the time limits of the Academic Assessment Placement Program (AAPP) Reading Comprehension Test of the State Board of Regents (SBR) of Tennessee provide fair treatment for all underprepared students was assessed. Focus was on studying various response patterns and completion rates that indicate whether or not speededness (SP) is critical.…

Davis, Todd; And Others

307

An Exploration of How School District Leaders Are Responding to the Connecticut Academic Achievement Test (CAPT).  

ERIC Educational Resources Information Center

This study focused on how school district leaders in Connecticut are translating educational reform policies into instructional practice. It explored how school improvement initiatives were being implemented to improve student performance on the Connecticut Academic Performance Test (CAPT) and examined the ways in which these initiatives were…

Negroni, Italia A.; Iwanicki, Edward F.

308

Reducing Test Anxiety and Improving Academic Performance in Fourth Grade Students: Exploring an Intervention  

ERIC Educational Resources Information Center

|This quantitative study investigated the effectiveness of a teacher-implemented intervention of eight sessions integrated into an existing curriculum to reduce test anxiety and improve academic performance in fourth grade students. The experimental group, n=23 was drawn from a sample of 64 students in a southwestern Rhode Island public school…

Donato, Jeanne M.

2009-01-01

309

Role of academic self-efficacy in moderating the relation between task importance and test anxiety  

Microsoft Academic Search

Emphasizing task importance, which is regarded as a way of motivating engaged behavior, may increase an individual's anxiety. The present research investigated whether academic self-efficacy could moderate the maladaptive relation between task importance and test anxiety. 1978 and 1670 Grade 9 Singaporean students participated in a survey related to their learning experience and motivational processes in math and English respectively.

Youyan Nie; Shun Lau; Albert K. Liau

2011-01-01

310

CLAST: College-Level Academic Skills Test. Technical Report, 1982-83.  

ERIC Educational Resources Information Center

This technical report describes the development of the College-Level Academic Skills Test (CLAST), an instrument designed to measure Florida college students' achievement of the computation and communication skills expected by the completion of their sophomore year. Section I covers CLAST's background and purpose, the requirement that all students…

Florida State Dept. of Education, Tallahassee.

311

Providing Subscale Scores for Diagnostic Information: A Case Study when the Test Is Essentially Unidimensional  

ERIC Educational Resources Information Center

Although reliability of subscale scores may be suspect, subscale scores are the most common type of diagnostic information included in student score reports. This research compared methods for augmenting the reliability of subscale scores for an 8th-grade mathematics assessment. Yen's Objective Performance Index, Wainer et al.'s augmented scores,…

Stone, Clement A.; Ye, Feifei; Zhu, Xiaowen; Lane, Suzanne

2010-01-01

312

Association Between Emphysema Score, Six-Minute Walk and Cardiopulmonary Exercise Tests in COPD  

PubMed Central

Background: High-resolution computed tomography (HRCT) has allowed in detection of airway wall abnormalities and emphysema, whose extent may correlate with the clinical severity of the disease in patients with chronic obstructive pulmonary disease (COPD). Six minute walk test (6MWT) and cardiopulmonary exercise test (CPET) can determine functional status. Methods: A study was undertaken to investigate whether the extent of emphysema in COPD patients quantitatively confirmed by HRCT scoring was associated with distance walked, inspiratory capacity (IC) changes after exercise, anaerobic threshold of cardiopulmonary exercise and the BODE index (body mass index, airflow obstruction, dyspnea, exercise performance). Results: Seventeen patients with COPD underwent HRCT scanning, 6MWT and CPET. The emphysema score was highly correlated to forced vital capacity (FVC) (r=-0.748, p<0.001), forced expiratory volume in 1 second (FEV1) (r=-0.615, p<0.01), IC post exercise (r=-0.663, p<0.01) and dyspnea score post exercise (r=0.609, p<0.01), but was not associated with the BODE index. The distance walked during 6MWT was inversely correlated to emphysema score (r=-0.557, p<0.05). IC before exercise was highly related to the 6MWT. The change in IC after exercise was associated with the percent decline of oxygen saturation after exercise (r=0.633, p<0.01). Severity of lung emphysema in COPD patients was inversely correlated to VO2 max (r=-0.514, p<0.05) and anaerobic threshold (r=-0.595, p<0.01) of cardiopulmonary exercise. Conclusions: These results suggest that COPD associated with emphysema on HRCT is characterized by more severe lung function impairment, greater exercise impairment and cardiopulmonary dysfunction.

Chen, Li-Fei; Wang, Chun-Hua; Chou, Pai-Chien; Ho, Shu-Chuan; Joa, Wen-Ching; Sheng, Te-Fang; Kuo, Han-Pin

2012-01-01

313

On Further Examination: Report of the Advisory Panel on the Scholastic Aptitude Test Score Decline and Appendices.  

ERIC Educational Resources Information Center

|After two years of investigation, a panel appointed to advise the College Entrance Examination Board and Educational Testing Service on the recent change in Scholastic Aptitude Test (SAT) scores concluded that the 14-year score decline is a complex phenomenon, yielding neither simple explanations nor easy solutions. As a result of looking at the…

College Entrance Examination Board, New York, NY.

314

A linkage study of academic skills defined by the Queensland core skills test.  

PubMed

This study used genome-wide linkage analysis to detect Quantitative Trait Loci (QTLs) implicated in variation in general academic achievement as measured by the Queensland Core Skills Test (QCST) (Queensland Studies Authority, 2004). Data from 210 families were analysed. While no empirically derived significant or suggestive peaks for general academic achievement were indicated a peak on chromosome 2 was observed in a region where Posthuma et al. (2005) reported significant linkage for Performance IQ (PIQ) and suggestive linkage for Full Scale IQ (FSIQ), and Luciano et al. (this issue) observed significant linkage for PIQ and word reading. A peak on chromosome 18 was also observed approximately 20 cM removed from a region recently implicated in reading achievement. In addition, on chromosomes 2 and 18 peaks for a number of specific academic skills, two of which were suggestive, coincided with the general academic achievement peaks. The findings suggest that variation in general academic achievement is influenced by genes on chromosome 2 which have broad influence on a variety of cognitive abilities. PMID:16362232

Wainwright, Mark A; Wright, Margaret J; Luciano, Michelle; Montgomery, Grant W; Geffen, Gina M; Martin, Nicholas G

2005-12-13

315

Computerized vs. Experimenter Controlled Administration of the Matching Familiar Figures Test: Mean Test Scores and Reliabilities  

Microsoft Academic Search

The Matching Familiar Figures Test (MFFT) is a well-known instrument designed to measure the cognitive style reflection impulsivity. In the present study, a computerized MFFT version for the Apple MacIntosh (MacMFFT) is compared to the traditional, experimenter controlled MFFT. For a group of 80 subjects, age 17-21, no differences were found between internal consistencies and test-retest reliabilities of the MacMFFT

Jeroen J. G. Van Merriënboer; Otto Jelsma; Jacintha Timmermans; Jakob Sikken

1989-01-01

316

Large-Scale Academic Achievement Testing of Deaf and Hard-of-Hearing Students: Past, Present, and Future  

ERIC Educational Resources Information Center

The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the…

Qi, Sen; Mitchell, Ross E.

2012-01-01

317

Construct Validity and Measurement Invariance of Computerized Adaptive Testing: Application to Measures of Academic Progress (MAP) Using Confirmatory Factor Analysis  

ERIC Educational Resources Information Center

|The purposes of this study are twofold. First, to investigate the construct or factorial structure of a set of Reading and Mathematics computerized adaptive tests (CAT), "Measures of Academic Progress" (MAP), given in different states at different grades and academic terms. The second purpose is to investigate the invariance of test factorial…

Wang, Shudong; McCall, Marty; Jiao, Hong; Harris, Gregg

2012-01-01

318

Academic and Nonacademic Predictors of Female Student-Athletes' Academic Performance.  

ERIC Educational Resources Information Center

|Investigates the effects of academic and nonacademic variables on female intercollegiate student-athletes' (N=152) academic performances over two consecutive semesters. Results indicate that Scholastic Aptitude Test scores consistently related to fall and spring semester grades for both freshmen and upper-division students, whereas social support…

Petrie, Trent A.; Stoever, Shawn

1997-01-01

319

Father absence, educational preparedness, and academic achievement: A test of the confluence model  

Microsoft Academic Search

Investigated predictions of academic deficits due to early and continuing parental absence, as derived from R. Zajonc and G. Markus's and Zajonc's confluence model. To test these predictions, equal numbers of father-present and father-absent lower-class Black kindergartners (60 of each sex) were assessed on 12 educational preparedness measures. Two years later, they were tested for reading, mathematics, and language arts

Patrick C. Fowler; Herbert C. Richards

1978-01-01

320

Proposal of a clinical score for the molecular test for Pitt-Hopkins syndrome.  

PubMed

Pitt-Hopkins syndrome (PTHS) is an emerging condition characterized by severe intellectual disability (ID), typical facial gestalt, and additional features, such as breathing abnormalities. Because of the overlapping phenotype of severe ID with absent speech, epilepsy, microcephaly, large mouth, and constipation, differential diagnosis of PTHS with respect to Angelman, Rett, and Mowat-Wilson syndromes represents a relevant clinical issue, and many patients are currently undergoing genetic tests for different conditions that are assumed to fall within the PTHS clinical spectrum. During a search for TCF4 mutations in 78 patients with a suspected PTHS, haploinsufficiency of TCF4 was identified in 18. By evaluating clinical features of patients with a proven TCF4 mutation with those of patients without, we noticed that, in addition to the typical facial gestalt, the PTHS phenotype results from the various combination of the following characteristics: ID with severe speech impairment, normal growth parameters at birth, postnatal microcephaly, breathing abnormalities, motor incoordination, ocular anomalies, constipation, seizures, typical behavior, and subtle brain abnormalities. On the basis of these observations, here we propose a clinically based score system as useful tool for driving a first choice molecular test for PTHS. This scoring system is also proposed for a clinically based diagnosis of PTHS in absence of a proven TCF4 mutation. PMID:22678594

Marangi, Giuseppe; Ricciardi, Stefania; Orteschi, Daniela; Tenconi, Romano; Monica, Matteo Della; Scarano, Gioacchino; Battaglia, Domenica; Lettori, Donatella; Vasco, Gessica; Zollino, Marcella

2012-06-07

321

The Role of Racial Identity, Academic Self-Concept, and Self-Esteem in the Prediction of Academic Outcomes for African American Students  

Microsoft Academic Search

The purpose of the present study was to examine the extent to which racial identity, academic self-concept, and self-esteem predict two types of academic outcomes, grade point average (GPA), and verbal Graduate Record Examination scores. Although grades and standardized test performance are often collapsed under the category of academic performance, no studies have examined both of these variables' relations with

Germine H. Awad

2007-01-01

322

Propensity Score-Based Nonparametric Test Revealing Genetic Variants Underlying Bipolar Disorder  

PubMed Central

Association analysis has led to identification of many genetic variants for complex diseases. While assessing the association between genes and a disease, other factors can play an important role. The consequence of not considering covariates (such as population stratification and environmental factors) is well-documented in genetic studies. We introduce a nonparametric test of association that adjusts for covariate effects. Specifically, the adjustment is realized through weights that are constructed from genomic propensity scores that summarize the contribution of all covariates. The benefit of our test is demonstrated through an important dataset on bipolar disorder (BD) collected by the Wellcome Trust Case Control Consortium (WTCCC). When compared to other tests, our test identified an un-reported region with three single nucleotide polymorphisms (SNPs) on chromosome 16 that show strong evidence of association (p-value < 5×10?7). This region is near the RPGRIP1L gene known to be associated with bipolar disorder. A haplotype block including these three SNPs was further discovered to be strongly associated with bipolar disorder. It is also interesting to note that our nonparametric test did not reveal strong signals at two SNPs that were detected by a covariate-adjusted parametric test. This suggests that different methods of covariate adjustment can complement each other. Thus, we recommend using both parametric and nonparametric testing. Additionally, we performed simulation studies to compare our proposed test with the unadjusted test and an adjusted parametric test. Our finding underscores the importance of accommodating and controlling for covariate effects in discovering genetic variants associated with complex disorders.

Jiang, Yuan; Zhang, Heping

2010-01-01

323

Test and Score Data Summary for TOEFL[R] Internet-Based and Paper-Based Tests. January 2008-December 2008 Test Data  

ERIC Educational Resources Information Center

The Test of English as a Foreign Language[TM], better known as TOEFL[R], is designed to measure the English-language proficiency of people whose native language is not English. TOEFL scores are accepted by more than 6,000 colleges, universities, and licensing agencies in 130 countries. The test is also used by governments, and scholarship and…

Educational Testing Service, 2008

2008-01-01

324

Implications of Deployed and Nondeployed Fathers on Seventh Graders' California Achievement Test Scores during a Military Crisis.  

ERIC Educational Resources Information Center

The differences in California Achievement Test (CAT) scores from 1990 to 1991 in seventh graders, currently enrolled in Albritton Junior High School in the Fort Bragg Schools, of deployed and nondeployed fathers were analyzed. CAT percentile scores from 1990 and 1991 (1991 being the year of "Desert Storm") were obtained in reading, math and…

Pisano, Mark C.

325

Validation of Automated Scores of TOEFL iBT Tasks against Non-Test Indicators of Writing Ability  

ERIC Educational Resources Information Center

|Automated scoring has the potential to dramatically reduce the time and costs associated with the assessment of complex skills such as writing, but its use must be validated against a variety of criteria for it to be accepted by test users and stakeholders. This study approaches validity by comparing human and automated scores on responses to…

Weigle, Sara Cushing

2010-01-01

326

Academic Success Among Students at Risk for School Failure  

Microsoft Academic Search

A sample of 1, 803 minority students from low-income homes was classified into 3 groups on the basis of grades, test scores, and persistence from Grade 8 through Grade 12; the classifications were academically successful school completers (\\

Jeremy D. Finn; Donald A. Rock

1997-01-01

327

The Forensic Science Assessment Test (FSAT): A Potential Tool for the Academic Assessment of Forensic Science Programs  

Microsoft Academic Search

Forensic science college and university education, like college education in general, needs assessment tools to ensure the accountability and continued improvement of academic programs. Both forensic science educators and practitioners have vested interests in the successful student outcomes of forensic science programs and the need for rigorous high quality academic programs. The Forensic Science Assessment Test (FSAT) may provide a

Lawrence A. Presley; Michael Haas; Lawrence Quarino

2009-01-01

328

A Study of the Physical Fitness Test in Relation to Demographics, Academic Achievement, and Students' Physical Fitness Perceptions  

ERIC Educational Resources Information Center

|This study examines the overall results of the Physical Fitness Test (PFT) and the six fitness areas of the PFT, academic achievement, demographics and self perceptions and the potential impact on students' performance on the PFT. While academic expectations are increasing, the adolescent obesity rate is also increasing, producing a decline in…

Mobilia-Jones, Karen

2010-01-01

329

The Fagerström test for nicotine dependence: do revisions in the item scoring enhance the psychometric properties?  

PubMed

Despite widespread use, considerable literature has shown that the Fagerström Test for Nicotine Dependence (FTND; Heatherton, Kozlowski, Frecker, & Fagerström, 1991) has questionable psychometric properties, generally reflecting relatively poor properties of reliability and validity. One factor that may be affecting the psychometric qualities of the scale is the use of a dichotomous, forced-choice response format for certain items, in which respondents are asked to answer each question with a Yes or No response. This scoring approach is especially problematic when used to measure dimensional constructs, such as nicotine dependence, in which a dimensional construct is forced into a categorical construct. The purpose of the current study was to examine whether revising the response format utilized in the FTND would lead to an enhancement in the psychometric properties of this scale. This question was examined by removing the forced-choice response criteria on items 2, 5, and 6 of the FTND and revising the response options to reflect a 4-point Likert response set (0 = never, 1 = sometimes, 2 = most of the time, 3 = always). Participants consisted of 343 smokers from the community. Results revealed that the revised scoring approach resulted in a significant incremental improvement in scale reliability and enhanced convergent validity, showing a stronger association with smoking outcomes than the FTQ or FTND. Findings are discussed in terms of recommendations for scale revision and usage. PMID:23254226

Korte, Kristina J; Capron, Daniel W; Zvolensky, Michael; Schmidt, Norman B

2012-10-29

330

Single- versus Double-Scoring of Trend Responses in Trend Score Equating with Constructed-Response Tests. Research Report. ETS RR-10-12  

ERIC Educational Resources Information Center

This study examines the differences in equating outcomes between two trend score equating designs resulting from two different scoring strategies for trend scoring when operational constructed-response (CR) items are double-scored--the single group (SG) design, where each trend CR item is double-scored, and the nonequivalent groups with anchor…

Tan, Xuan; Ricker, Kathryn L.; Puhan, Gautam

2010-01-01

331

Examining the Relationship between Home and School Computer Use and Students' English/Language Arts Test Scores  

ERIC Educational Resources Information Center

With increased emphasis on test-based accountability measures has come increased interest in examining the impact of technology use on students' academic performance. However, few empirical investigations exist that address this issue. This paper (1) examines previous research on the relationship between student achievement and technology use, (2)…

O'Dwyer, Laura M.; Russell, Michael; Bebell, Damian; Tucker-Seeley, Kevon R.

2005-01-01

332

Pupillary responses during information processing vary with Scholastic Aptitude Test scores.  

PubMed

The magnitude of task-evoked pupillary dilations during mental activity has previously been shown to index the cognitive capacity utilized in the performance of the mental task. To determine the relation between "intelligence" and capacity demands during mental activity, task-evoked pupillary dilations were measured while two groups of university students differing in their scores on the Scholastic Aptitude Test solved mental arithmetic problems. Over three levels of problems difficulty, more intelligent subjects showed smaller task-evoked pupillary dilations than did their less intelligent counterparts. Thus, the more intelligent appear to possess more efficient cognitive structures of information processing. These data provide evidence that physiological differences between individuals of differing psychometric intelligence emerge during mental activity. PMID:472746

Ahern, S; Beatty, J

1979-09-21

333

Relationships between Scores of Gifted Children on the Stanford-Binet IV and Woodcock-Johnson Tests of Achievement  

Microsoft Academic Search

Forty-five children enrolled in the gifted curriculum in the public schools in a midwest community were tested with the Stanford-Binet Intelligence Scale and the Woodcock-Johnson Tests of Achievement Correlations between the area and composite scores on the Stanford-Binet and the area scores of the Woodcock-Johnson were calculated. Eighteen of the 20 correlations (corrected for restriction of range) were significant (p

Howard Carvajal; Kenneth A. Weaver; Paul Mcknab

1989-01-01

334

How Out-of-Level Testing Affects the Psychometric Quality of Test Scores. Out-of-Level Testing Report 2.  

ERIC Educational Resources Information Center

This report is a review and analysis of the psychometric literature on the topic of out-of-level testing. Out-of-level testing refers to the practice of using a level of the test other than the test taken by most of the students in a student's current grade level. Much of the research on out-of-level testing was conducted in the 1970s and 1980s,…

Bielinski, John; Thurlow, Martha; Minnema, Jane; Scott, Jim

335

A powerful score test to detect positive selection in genome-wide scans  

PubMed Central

One of the surest signatures of recent positive selection is a local elevation of advantageous allele frequency and linkage disequilibrium (LD). We proposed to detect such hitchhiking effects by using extended stretches of homozygosity as a surrogate indicator of recent positive selection. An extended haplotype-based homozygosity score test (EHHST) was developed to detect excess homozygosity. The EHHST conditioned on existing LD and it tested the haplotype version of the Hardy–Weinberg equilibrium. Compared with existing popular tests, which usually lack clear distribution, the EHHST is asymptotically normal, which makes analysis and applications easier. In particular, the EHHST facilitates the computation of an asymptotic P-value instead of an empirical P-value, using simulations. We evaluated by simulation that the EHHST led to appropriate false-positive rates, and it had higher or similar power as the existing popular methods. The method was applied to HapMap Phase II data. We were able to replicate previous findings of strong positive selection in 17 autosome genomic regions out of 20 reported candidates. On the basis of high EHHST values and population differentiations, we identified 15 new candidate regions that could undergo recent selection.

Zhong, Ming; Lange, Kenneth; Papp, Jeanette C; Fan, Ruzong

2010-01-01

336

Rugby versus Soccer in South Africa: Content Familiarity Contributes to Cross-Cultural Differences in Cognitive Test Scores  

ERIC Educational Resources Information Center

|In this study, cross-cultural differences in cognitive test scores are hypothesized to depend on a test's cultural complexity (Cultural Complexity Hypothesis: CCH), here conceptualized as its content familiarity, rather than on its cognitive complexity (Spearman's Hypothesis: SH). The content familiarity of tests assessing short-term memory,…

Malda, Maike; van de Vijver, Fons J. R.; Temane, Q. Michael

2010-01-01

337

Getting the Message Out: An Evaluation of NAEP Score Reporting Practices with Implications for Disseminating Test Results  

ERIC Educational Resources Information Center

|How a testing agency approaches score reporting can have a significant impact on the perception of that assessment and the usefulness of the information among intended users and stakeholders. Too often, important decisions about reporting test data are left to the end of the test development cycle, but by considering the audience(s) and the kinds…

Zenisky, April L.; Hambleton, Ronald K.; Sireci, Stephen G.

2009-01-01

338

Field Test Equipment Requirements for the Telemetric Data Receiving-Recording-Scoring Set AN/SKQ-2.  

National Technical Information Service (NTIS)

This report establishes a field test philosophy and the test equipment requirements for the Telemetric Data Receiving-Recording-Scoring Set AN/SKQ-2. An overall self test procedure and fault isolation techniques are described. The extent of maintenance at...

R. W. Kraft J. R. Hobbs

1968-01-01

339

Do Scores on a Tachistoscope Test Correlate With Baseball Batting Averages?  

PubMed

BACKGROUND:: Millions of dollars are spent each year by individuals seeking to improve their athletic performance. One area of visual training is the use of the tachistoscope, which measures inspection time or visual recognition time. Although the potential of the tachistoscope as a training tool has received some research attention, its use as a means of measurement or predictor of athletic ability in sports has not been explored. The purpose of this pilot study is to assess the potential of the tachistoscope as a measurement instrument by determining if a baseball player's ability to identify a tachistoscopically presented picture of a pitch is correlated with hitting performance as measured by batting average. METHODS:: Using sport-specific slides, 20 subjects-all non-pitching members of the Pacific University Baseball Team-were administered a tachistoscopic test. The test consisted of identifying the type of pitch illustrated in 30 randomly ordered slides depicting a pitcher throwing four different baseball pitches. Each slide was presented for 0.2 sec. The results of the test were compared with the athlete's previous season's batting average. RESULTS:: A positive correlation was found between an athlete's ability to correctly identify a picture of a pitch presented tachistoscopically and batting average (r=0.648; P<0.01). These results suggest that a superior ability to recognize pitches presented via tachistoscope may correlate with a higher skill level in batting. CONCLUSIONS:: Tachistoscopic test scores correlated positively with batting averages. The tachistoscope may be an acceptable tool to help in assessing batting performance. Additional testing with players from different sports, different levels of ability, and different tachistoscopic times should be performed to determine if the tachistoscope is a valid measure of athletic ability. Implications may also be drawn in other areas such as military and police work. PMID:21471813

Reichow, Alan W; Garchow, Kenneth E; Baird, Richard Y

2011-04-05

340

[Information Concerning Mean Test Scores for the Graduate Management Admission Test (GMAT), Graduate Record Examinations (GRE), Law School Admission Test (LSAT), Preliminary Scholastic Aptitude Test (PSAT), and Scholastic Aptitude Test (SAT) for the National Commission on Excellence in Education.  

ERIC Educational Resources Information Center

Data are provided to the National Commission on Excellence in Education on the Graduate Management Admission Test (GMAT), Graduate Record Examinations (GRE), Law School Admission Test (LSAT), Preliminary Scholastic Aptitude Test (PSAT), and Scholastic Aptitude Test (SAT). Statistics are provided on the following: yearly GMAT mean scores 1965-1966…

Solomon, Robert J.

341

Work Ethic and Academic Performance: Predicting Citizenship and Counterproductive Behavior  

ERIC Educational Resources Information Center

|In this study, work ethic was examined as a predictor of academic performance, compared with standardized test scores and high school grade point average (GPA). Academic performance was expanded to include student organizational citizenship behavior (OCB) and student counterproductive behavior, comprised of cheating and disengagement, in addition…

Meriac, John P.

2012-01-01

342

Psychometric Analyses of the Test Anxiety Scale for Elementary Students (TASE) Scores among Singapore Primary School Students  

Microsoft Academic Search

The psychometric properties of the Test Anxiety Scale for Elementary Students (TAS-E) scores were examined among Singapore\\u000a primary school students. In Study 1, an exploratory factor analysis (EFA) was performed to determine the factor structure\\u000a of the TAS-E in a sample of 540 Singapore students. In Study 2, a confirmatory factor analysis (CFA) was performed on the\\u000a TAS-E scores in

Patricia A. Lowe; Rebecca P. Ang; Stephen W. Loke

343

Developing an Academic Ability Scale for the Kuder Occupational Interest Survey.  

ERIC Educational Resources Information Center

|Earlier studies had shown that differences in measured interests are related to differences in scores on tests of academic ability. Specifically, scores on the college major interest scales of the Kuder Occupational Interest Survey (KOIS) were found to be related to scores on the National Merit Scholarship Qualifying Test (NMSQT). This suggested…

Figel, William J.

344

Age and education effects on relationships of cognitive test scores with brain structure in demographically diverse older persons.  

PubMed

This study examined how age and education influence the relationship between neuropsychological test scores and brain structure in demographically diverse older adults spanning the range from normal cognition to dementia. A sample of 351 African Americans, 410 Hispanics, and 458 Whites underwent neuropsychological testing. Volumetric magnetic resonance imaging (MRI) measures of total brain, white matter hyperintensity, and hippocampus were available for 79 African Americans, 102 Hispanics, and 134 Whites. The authors used latent variable modeling to examine effects of age, education, and brain volumes on test scores and determine how much variance brain volumes explained in unadjusted and age- and education-adjusted scores. Age adjustment resulted in weaker relationships of test scores with MRI variables; adjustment for ethnicity yielded stronger relationships. Education adjustment increased relationships with MRI variables in the combined sample and Hispanics, made no difference in Whites, but decreased some associations in African Americans. Results suggest that demographic adjustment is beneficial when demographic variables are strongly related to test scores independent of measures of brain structure, but adjustment has negative consequences when effects of demographic characteristics are mediated by brain structure. PMID:19290743

Mungas, Dan; Reed, Bruce R; Farias, Sarah Tomaszewski; Decarli, Charles

2009-03-01

345

The Validity of Graduate Management Admission Test Scores: A Summary of Studies Conducted from 1997 to 2004  

ERIC Educational Resources Information Center

The validity of Graduate Management Admission Test (GMAT) scores is examined by summarizing 273 studies conducted between 1997 and 2004. Each of the studies was conducted through the Validity Study Service of the test sponsor and contained identical variables and statistical methods. Validity coefficients from each of the studies were corrected…

Talento-Miller, Eileen; Rudner, Lawrence M.

2008-01-01

346

Assessing Follow Through: Changes in Intelligence Test Scores over Two and Three Years of Experience in the Responsive Program.  

ERIC Educational Resources Information Center

Four Wechsler subscales were administered in a longitudinal design to children from the Responsive Model Follow Through Program. On the first testing, subjects' average intelligence scores were significantly lower, but on subsequent tests equivalent to or higher than national norms, calling into question Deutsch's cumulative-deficit hypothesis.…

Rayder, Nicolas; And Others

1978-01-01

347

Age and Education Effects on Relationships of Cognitive Test Scores With Brain Structure in Demographically Diverse Older Persons  

Microsoft Academic Search

This study examined how age and education influence the relationship between neuropsychological test scores and brain structure in demographically diverse older adults spanning the range from normal cognition to dementia. A sample of 351 African Americans, 410 Hispanics, and 458 Whites underwent neuropsychological testing. Volumetric magnetic resonance imaging (MRI) measures of total brain, white matter hyperintensity, and hippocampus were available

Dan Mungas; Bruce R. Reed; Sarah Tomaszewski Farias; Charles DeCarli

2009-01-01

348

Assessing Follow Through: Changes in Intelligence Test Scores over Two and Three Years of Experience in the Responsive Program.  

ERIC Educational Resources Information Center

|Four Wechsler subscales were administered in a longitudinal design to children from the Responsive Model Follow Through Program. On the first testing, subjects' average intelligence scores were significantly lower, but on subsequent tests equivalent to or higher than national norms, calling into question Deutsch's cumulative-deficit hypothesis.…

Rayder, Nicolas; And Others

1978-01-01

349

Do Higher State Test Scores in Texas Make for Better High School Outcomes? Research Report.  

ERIC Educational Resources Information Center

|Texas has apparently achieved great success in closing the gap between advantaged and disadvantaged students, at least in the lower grades. Texas students in all grades have made substantial gains on the Texas Assessment of Academic Skills (TAAS). The effect of TAAS-type accountability on student performance in the higher grades is important,…

Carnoy, Martin; Loeb, Susanna; Smith, Tiffany L.

350

High-Quality After-School Programs Tied to Test-Score Gains  

ERIC Educational Resources Information Center

Disadvantaged students who regularly attend top-notch after-school programs end up, after two years, academically far ahead of peers who spend more out-of-school time in unsupervised activities, according to findings from an eight-state study of those programs. Known as the Promising Afterschool Programs study, the new research examined 35…

Viadero, Debra

2007-01-01

351

Release Time and English Language Proficiency: Does Releasing Students for Spiritual Instruction Negatively Affect Test Scores?  

ERIC Educational Resources Information Center

|The population of students with limited English proficiency--a disproportionate number of whom are urban Latinos living in low-income neighborhoods--is increasing rapidly. School districts serving these populations must meet escalating academic benchmarks, as stipulated by No Child Left Behind, or incur sanctions. This pressure has led many…

Hodge, David R.

2012-01-01

352

THE RELATIONSHIP BETWEEN GLOBAL SELF-CONCEPT, SPECIFIC SELF-CONCEPTS, AND THE TEXAS ASSESSMENT OF ACADEMIC SKILLS ACHIEVEMENT TEST  

Microsoft Academic Search

The purpose of this study was to investigate the relationship between student self-concept, both in a global sense and more specific areas, with achievement scores in reading and mathematics. Eighty-eight students in the eighth grade of a suburban southeast Texas metropolitan school participated in the study. Student self-concept was assessed with the Piers-Harris Children's Self-Concept Scale and academic achievement was

Martin John Clark; Randy L. Seevers

353

A brief (one-hour) quantitative neuropsychological assessment with three performance-based tests: strong concordance with proficiency scores for a more extensive test battery.  

PubMed

Raw scores for each of several dozens of traditional and more recently developed neuropsychological tests were correlated with an impairment index composed of all of these scores from the records of 162 patients who had been assessed following impacts of substantial mechanical energies. A score of either less than 20 correct binaural responses for a dichotic word listening task, more than 99 sec. for Trails B, and more than 3.8 min. to complete the Tactual Performance Test with both hands correctly classified 85% of patients whose z scores were less than -1.0 (below average) or -1.0 or above (average) for a composite neurocognitive index. The results suggest that these three tests, administrable within about one hour, may be employed as a more objective criterion rather than "clinical impressions" for discerning if patients require more extensive neuropsychological testing. PMID:12776848

Persinger, M A

2003-04-01

354

BILOG 3 for Windows: Item Analysis and Test Scoring with Binary Logistic Models.  

ERIC Educational Resources Information Center

|Reviews the most recent version of the BILOG computer program, which estimates item and trait level parameters for the one-, two-, and three-parameter logistic unidimensional Item Response Models for dichotomously scored data. Finds this version useful. (SLD)|

Kim, Seock-Ho

1997-01-01

355

College Entrance Examination Board Scholastic Aptitude Test Scores as a Predictor for College Freshman Mathematics Grades  

Microsoft Academic Search

The purpose of this study was to determine the predictive validity of the CEEB SAT scores in the prediction of grades earned by a randomly chosen sample of 142 women in freshman mathematics at Longwood College. Data consisted of SAT-V, SAT-M, and SAT-T scores and the grade earned in freshman mathematics for 706 female students who entered Longwood College in

James C. Gussett

1974-01-01

356

Measurement of coronary calcium scores or exercise testing as initial screening tool in asymptomatic subjects with STT changes on the resting ECG: an evaluation study  

Microsoft Academic Search

BACKGROUND: Asymptomatic subjects at intermediate coronary risk may need diagnostic testing for risk stratification. Both measurement of coronary calcium scores and exercise testing are well established tests for this purpose. However, it is not clear which test should be preferred as initial diagnostic test. We evaluated the prevalence of documented coronary artery disease (CAD) according to calcium scores and exercise

Christiane A Geluk; Riksta Dikkers; Jan A Kors; René A Tio; Riemer HJA Slart; Rozemarijn Vliegenthart; Hans L Hillege; Tineke P Willems; Paul E de Jong; Wiek H van Gilst; Matthijs Oudkerk; Felix Zijlstra

2007-01-01

357

GMAT Scores and Undergraduate GPAs as Predictors of Performance in Graduate Business Programs.  

ERIC Educational Resources Information Center

ANOVA and split sample regression analyzed the Graduate Management Aptitude Test scores and undergraduate grade point averages (GPA) of 86 business administration graduate students. Test scores and GPA did not discriminate adequately between moderately low and very low performers in graduate programs. They appeared to predict academic performance…

Wright, Robert E.; Palmer, John C.

1994-01-01

358

Interpreting the Trail Making Test Following Traumatic Brain Injury: Comparison of Traditional Time Scores and Derived Indices  

Microsoft Academic Search

The purpose of this study was to examine the clinical application of traditional time scores and various derived indices from the Trail Making Test (TMT) in a sample of 571 patients with acute traumatic brain injury (TBI). Participants were classified into four injury severity groups. A clear linear relation between injury severity and TMT performance was demonstrated, with the more

Rael T. Lange; Grant L. Iverson; Martin J. Zakrzewski; Patrick E. Ethel-King; Michael D. Franzen

2005-01-01

359

"Does Charter School Attendance Improve Test Scores?" Comments and Reactions on the Arizona Achievement Study. Upjohn Institute Staff Working Paper.  

ERIC Educational Resources Information Center

In a recent report, Lewis Solmon, Kern Paark, and David Garcia (2001) seek to identify the impact of attending charter schools on student achievement using data from Arizona. Based on a sophisticated statistical analysis, these authors report that charter school attendance increases test score gains of students. This note raises some questions…

Nelson, Christopher; Hollenbeck, Kevin

360

The Effects of Georgia's Choice Curricular Reform Model on Third Grade Science Scores on the Georgia Criterion Referenced Competency Test  

ERIC Educational Resources Information Center

|The purpose of this study was to evaluate the effectiveness of the Georgia's Choice reading curriculum on third grade science scores on the Georgia Criterion Referenced Competency Test from 2002 to 2008. In assessing the effectiveness of the Georgia's Choice curriculum model this causal comparative study examined the 105 elementary schools that…

Phemister, Art W.

2010-01-01

361

The Effect of the Multiple Exposure Vocabulary Method and the Target Reading/Writing Strategy on Test Scores.  

ERIC Educational Resources Information Center

|Finds that high school students (grade 10) who were exposed to the Multiple Exposure Vocabulary Method in combination with the Target Reading/Writing Strategy received a significantly better verbal score on the Preliminary Scholastic Aptitude Test than students who received more traditional instruction. (SR)|

Laflamme, John G.

1997-01-01

362

The Reliability of Scores for the Draw-a-Person Intellectual Ability Test for Children, Adolescents, and Adults  

ERIC Educational Resources Information Center

The reliability of scores for the "Draw-A-Person Intellectual Ability Test for Children, Adolescents, and Adults" is examined with a sample of 110 college students from two universities in the southeast. The alpha coefficient for the total sample and the interscorer and intrascorer reliability for a subset of 31 students are analyzed. The alpha…

Williams, Thomas O., Jr.; Fall, Anna-Maria; Eaves, Ronald C.; Woods-Groves, Suzanne

2006-01-01

363

Science course sequences: The alignment of written, enacted, and tested curricula and their impact on grade 11 HSPA science scores  

Microsoft Academic Search

The purpose of this mixed method study was to examine the alignment of the written, enacted, and tested curricula of the Ocean City High School science course sequencing and its impact on student achievement. This study also examined the school's ability to predict student scores on the science portion of the High School Proficiency Assessment (HSPA). Data collected for science

Christine A. Lentz

2007-01-01

364

Supplemental Educational Services and Student Test Score Gains: Evidence from a Large, Urban School District. Working Paper  

ERIC Educational Resources Information Center

This study examines the effect of supplemental educational services (SES) on student test score gains and whether particular subgroups of students benefit more from No Child Left Behind (NCLB) tutoring services. The sample used includes information on students enrolled in 3rd through 8th grades nested in 121 elementary and middle schools over a…

Springer, Matthew G.; Pepper, Matthew J.; Ghosh-Dastidar, Bonnie

2009-01-01

365

School Policies and the Black-White Test Score Gap. Working Paper Series. SAN08-03  

ERIC Educational Resources Information Center

This paper examines school-related policies and strategies that have been proposed or justified, at least in part, on the basis of their potential for reducing black-white test score gaps. These include strategies, one of which is greater integration, to reduce differences in the quality of teachers faced by black and white students; school and…

Ladd, Helen F.

2008-01-01

366

Classifying and scoring of molecules with the NGN: new datasets, significance tests, and generalization  

PubMed Central

This paper demonstrates how a Neural Grammar Network learns to classify and score molecules for a variety of tasks in chemistry and toxicology. In addition to a more detailed analysis on datasets previously studied, we introduce three new datasets (BBB, FXa, and toxicology) to show the generality of the approach. A new experimental methodology is developed and applied to both the new datasets as well as previously studied datasets. This methodology is rigorous and statistically grounded, and ultimately culminates in a Wilcoxon significance test that proves the effectiveness of the system. We further include a complete generalization of the specific technique to arbitrary grammars and datasets using a mathematical abstraction that allows researchers in different domains to apply the method to their own work. Background Our work can be viewed as an alternative to existing methods to solve the quantitative structure-activity relationship (QSAR) problem. To this end, we review a number approaches both from a methodological and also a performance perspective. In addition to these approaches, we also examined a number of chemical properties that can be used by generic classifier systems, such as feed-forward artificial neural networks. In studying these approaches, we identified a set of interesting benchmark problem sets to which many of the above approaches had been applied. These included: ACE, AChE, AR, BBB, BZR, Cox2, DHFR, ER, FXa, GPB, Therm, and Thr. Finally, we developed our own benchmark set by collecting data on toxicology. Results Our results show that our system performs better than, or comparatively to, the existing methods over a broad range of problem types. Our method does not require the expert knowledge that is necessary to apply the other methods to novel problems. Conclusions We conclude that our success is due to the ability of our system to: 1) encode molecules losslessly before presentation to the learning system, and 2) leverage the design of molecular description languages to facilitate the identification of relevant structural attributes of the molecules over different problem domains.

2010-01-01

367

Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities  

Microsoft Academic Search

Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure in otherwise capable students. Because test anxiety is common in older students with learning disabilities (LD), it is surprising that little research has been done on ways to reduce the distress these students

Donald Wachelka; Roger C Katz

1999-01-01

368

Beliefs and the subjective meaning of thoughts: Analysis of the role of self-statements in academic test performance  

Microsoft Academic Search

Although research in test anxiety has shown that anxious students emit more negative self-statements than nonanxious students, there is little evidence directly linking negative thoughts to lower test performance. One explanation for this finding is that covert self-statements may function differently depending on an individual's academic competence beliefs. This study was designed to evaluate this formulation first by comparing high

Monroe A. Bruch; Nadine G. Kaflowitz; Maria Kuethe

1986-01-01

369

A Multiparametric Clinical and Echocardiographic Score to Risk Stratify Patients with Chronic Systolic Heart Failure: Derivation and Testing.  

PubMed

Although echo Doppler and biomarkers are the most common examinations performed worldwide in heart failure (HF), they are rarely considered in risk scores. In outpatients with chronic HF and left ventricular ejection fraction (LVEF) ?45%, data on clinical status, echo Doppler variables, aminoterminal pro-type B natriuretic peptide (NT-proBNP), estimated glomerular filtration rate (eGFR), and drug therapies were combined to build up a multiparametric score. We randomly selected 250 patients to produce a derivation cohort and 388 patients were used as a testing cohort. Follow-up lasted 29 ± 23 months. The univariable predictors that entered into the multivariable Cox model were as follows: furosemide daily dose >25 mg, inability to tolerate angiotensin converting enzyme (ACE) inhibitors, inability to tolerate ?-blockers, age >75 years, New York Heart Association (NYHA) >2, eGFR<60 mL/min, NT-proBNP plasma levels above the median, tricuspid plane systolic excursion (TAPSE) ?14 mm, LV end-diastolic volume index (LVEDVi) >96 mL/m(2) , moderate-to-severe mitral regurgitation (MR) and LVEF <30%. The scores of prognostic factors were obtained with the respective odds ratio divided by the lower odd ratio: 4 points for furosemide dose, 3 points for age, NT-proBNP, LVEDVi, TAPSE, 2 points for inability to tolerate ?-blockers, inability to tolerate ACE inhibitors, NYHA, eGFR<60 mL/min, moderate-to-severe MR, 1 point for LVEF. The multiparametric score predicted all-cause mortality either in the derivation cohort (68.4% sensitivity, 79.5% specificity, area under the curve [AUC] 78.7%) or in the testing cohort (73.7% sensitivity, 71.3% specificity, AUC 77.2%). All-cause mortality significantly increased with increasing score both in the derivation and in the testing cohort (P < 0.0001). In conclusion, this multiparametric score is able to predict mortality in chronic systolic HF. PMID:23742144

Fontanive, Paolo; Miccoli, Mario; Simioniuc, Anca; Angelillis, Marco; Bello, Vitantonio Di; Baggiani, Angelo; Bongiorni, Maria Grazia; Marzilli, Mario; Dini, Frank Lloyd

2013-06-01

370

Factors Affecting Academic Achievement in Graduate Management Education.  

ERIC Educational Resources Information Center

Analysis of the academic achievement of 71 business administration graduates indicated that scores on the Graduate Management Admissions Test (GMAT) are more significant predictors of graduate performance than undergraduate performance is. The relationship between graduate performance and GMAT score differs for black students and white students.…

Bieker, Richard F.

1996-01-01

371

Examining the relationships among academic self-concept, instrumental motivation, and TIMSS 2007 science scores: a cross-cultural comparison of five East Asian countries\\/regions and the United States  

Microsoft Academic Search

Many American authors expressed their concern that US competitiveness in science, technology, engineering, and mathematics (STEM) is losing ground. Using the Trends in International Mathematics and Science Study (TIMSS) 2007 data, this study investigated how academic self-concept and instrumental motivation influence science test performance among East Asian and American students. Jackknife regression modelling indicated that in East Asia science competency

Chong Ho Yu

2012-01-01

372

Examining the Relationships among Academic Self-Concept, Instrumental Motivation, and TIMSS 2007 Science Scores: A Cross-Cultural Comparison of Five East Asian Countries/Regions and the United States  

ERIC Educational Resources Information Center

Many American authors expressed their concern that US competitiveness in science, technology, engineering, and mathematics (STEM) is losing ground. Using the Trends in International Mathematics and Science Study (TIMSS) 2007 data, this study investigated how academic self-concept and instrumental motivation influence science test performance among…

Yu, Chong Ho

2012-01-01

373

Effects of Public Preschool Expenditures on the Test Scores of Fourth Graders: Evidence from TIMSS  

ERIC Educational Resources Information Center

This study examines the effects of public preschool expenditures on the math and science scores of 4th graders, holding constant child, family, and school characteristics, other relevant social expenditures, and country and year effects, in 7 Organisation for Economic Co-operation and Development (OECD) countries--Australia, Japan, the…

Waldfogel, Jane; Zhai, Fuhua

2008-01-01

374

Teenage Self Test: cigarette smoking. Discussion Leader's Guide. How do you score?  

ERIC Educational Resources Information Center

|This self-scoring questionnaire on attitudes related to smoking includes norms based upon the responses of 7,000 teenagers and a discussion of the meaning of eight subscores. The subscores are: (1) effect of smoking on health; (2) non-smoker's rights; (3) positive effects of smoking; (4) manufactured reasons for smoking; (5) reasons for starting;…

Public Health Service (DHEW), Rockville, MD. National Clearinghouse for Smoking and Health.

375

IRT True-Score Test Equating: A Guide through Assumptions and Applications  

ERIC Educational Resources Information Center

|This article discusses the assumptions required by the item response theory (IRT) true-score equating method (with Stocking & Lord, 1983; scaling approach), which is commonly used in the nonequivalent groups with an anchor data-collection design. More precisely, this article investigates the assumptions made at each step by the IRT approach to…

von Davier, Alina A.; Wilson, Christine

2007-01-01

376

SENSITIVITY AND SPECIFICITY OF FINGER TAPPING TEST SCORES FOR THE DETECTION OF SUSPECT EFFORT  

Microsoft Academic Search

Past studies indicate that patients with incentive to fake neuropsychological symptoms are likely to have lower finger tapping scores than credible patients. The present study builds upon past research by investigating finger tapping performance for seven groups: (a) noncredible patients (as determined by failed psychometric and behavioral criteria), and patients with (b) closed head injury, (c) dementia, (d) mental retardation,

Ginger Arnold; Kyle Brauer Boone; Po Lu; Andy Dean; Johnny Wen; Steve Nitch; Susan McPherson

2005-01-01

377

Examining the Achievement Test Score Gap between Urban and Suburban Students  

ERIC Educational Resources Information Center

|Data from the National Longitudinal Survey of Labor Market Experience for Youth (1997 cohort) are used to examine the urban school achievement gap. Specifically, we use the Blinder-Oaxaca technique to decompose differences in Armed Services Vocational Aptitude Battery scores for students who attended urban and suburban schools. We find that…

Sandy, Jonathan; Duncan, Kevin

2010-01-01

378

Significance Testing against the Random Model for Scoring Mo dels on Top k Predictions0  

Microsoft Academic Search

Performance at top k predictions, where instances are ranked by a (learned) scoring model, has been used as an evaluation metric in machine learning for various reasons such as where the entire corpus is unknown (e.g., the web) or where the results are to be used by a person with limited time or resources (e.g., ranking financial news stories where

Sofus A. Macskassy

2005-01-01

379

How Close Is Close Enough? Testing Nonexperimental Estimates of Impact against Experimental Estimates of Impact with Education Test Scores as Outcomes. Discussion Paper.  

ERIC Educational Resources Information Center

|This study tested the performance of nonexperimental estimators of impacts applied to a class size reduction intervention with achievement test scores as the outcome. Nonexperimental estimates of impacts were compared to "true impact" estimates provided by a random-assignment design that assessed intervention effects. Data came from Project STAR,…

Wilde, Elizabeth Ty; Hollister, Robinson

380

WiiFit™ Plus balance test scores for the assessment of balance and mobility in older adults.  

PubMed

The Nintendo Wii™ is becoming an increasingly popular technology for the training and assessment of balance in older adults. Recent studies have shown promising results for its use in fall prevention. However, it is not clear how scores on the WiiFit™ balance games relate to current standardized tests of balance and mobility. The purpose of this study was to evaluate the relationship between WiiFit™ Plus balance tests, and standardized tests of older adult fitness, balance, mobility, self-reported balance confidence, and visual attention and processing. Results from 34 older adult participants indicate that WiiFit™ balance tests do not correlate well with standardized functional balance, mobility and fitness tests. However, the Wii balance score, as measured by the Basic Balance Test of the WiiFit™, does correlate with visual processing speed as measured by the Useful Field of View (UFOV(®)) test. These results indicate that WiiFit™ balance tests may provide advantageous information supplementary to information obtained through standard functional mobility and balance tests; however, caution should be used when using the WiiFit™ balance tests in isolation. Further research is necessary as these technologies become widely used in clinical and home settings for balance training and assessment. PMID:22534562

Reed-Jones, Rebecca J; Dorgo, Sandor; Hitchings, Maija K; Bader, Julia O

2012-04-23

381

WiiFit(TM) Plus balance test scores for the assessment of balance and mobility in older adults  

PubMed Central

The Nintendo Wii™ is becoming an increasingly popular technology for the training and assessment of balance in older adults. Recent studies have shown promising results for its use in fall prevention. However, it is not clear how scores on the WiiFit™ balance games relate to current standardized tests of balance and mobility. The purpose of this study was to evaluate the relationship between WiiFit™ Plus balance tests, and standardized tests of older adult fitness, balance, mobility, self-reported balance confidence, and visual attention and processing. Results from 34 older adult participants indicate that WiiFit™ balance tests do not correlate well with standardized functional balance, mobility and fitness tests. However, the Wii balance score, as measured by the Basic Balance Test of the WiiFit™, does correlate with visual processing speed as measured by the Useful Field of View (UFOV) test. These results indicate that WiiFit™ balance tests may provide advantageous information supplementary to information obtained through standard functional mobility and balance tests; however, caution should be used when using the WiiFit™ balance tests in isolation. Further research is necessary as these technologies become widely used in clinical and home settings for balance training and assessment.

Reed-Jones, Rebecca J; Dorgo, Sandor; Hitchings, Maija K; Bader, Julia O.

2012-01-01

382

The Crohn's and colitis knowledge score: a test for measuring patient knowledge in inflammatory bowel disease  

Microsoft Academic Search

OBJECTIVE:The aim of this study was to develop a valid and reliable questionnaire assessing patient knowledge of inflammatory bowel disease (IBD) and its treatment—the Crohn's and Colitis Knowledge (CCKNOW) Score.METHODS:A total of 30 multiple choice questions were constructed into a draft questionnaire. This was piloted on a random selection of participants with differing IBD knowledge levels; junior doctors, nurses, and

Jayne A. Eaden; Keith Abrams; John F. Mayberry

1999-01-01

383

A note on certain test score relationships and their implications for research in teacher selection  

Microsoft Academic Search

Students in educational psychology courses at Oklahoma A. & M. College were given Cardall's Test of Practical Judgment, Horrocks and Troyer's test.––A study of Sam Smith, and the Otis Gamma (Intelligence) Test. Since the inter-test coefficients of correlation were all low or moderate, it is concluded that these 3 are independent measures and that each of the first two tests

Roy Gladstone

1952-01-01

384

Factors influencing the academic performance of school children with epilepsy.  

PubMed

The academic performance and intelligence quotient (IQ) of 50 children with epilepsy aged between 5 and 14 years, attending normal primary schools in Enugu, were compared with those of their non-epileptic classmates. The academic performance was assessed using the overall scores achieved in terminal examinations in the 2001-2002 academic year. IQ was assessed using the Draw-A-person Test. The influences of school absence rate, Rutter behavioural scores, socio-economic status and seizure-related variables on academic performance were then determined. Twenty-six percent of the children with epilepsy had a low overall score, and therefore poor academic performance, compared with 16% of the controls (p = 0.35). The mean IQ of the children with epilepsy was significantly lower than that of the controls (p = 0.02). The mean school absence rate for the children with epilepsy was significantly higher than that of the controls (p = 0.001). The mean Rutter score of the children with epilepsy was significantly higher than that for the controls (p < 0.001). On multiple linear regression analysis, only IQ (p = 0.01) and seizure type (p = 0.03) had significant predictive effects as risk factors for low overall scores and poor academic performance. It is concluded that the academic performance of epileptic children is influenced by their IQ and type of seizures rather than by other seizure variables or socio-demographic characteristics. PMID:17596293

Ibekwe, R C; Ojinnaka, N C; Iloeje, S O

2007-06-27

385

Testicular Biopsy Score Count – A Method for Registration of Spermatogenesis in Human Testes: Normal Values and Results in 335 Hypogonadal Males  

Microsoft Academic Search

The paper describes a new and rapid method forregistration of spermatogenesis in human testes: the testicular biopsy score count. Each tubular section is given a score from 10 to 1 according to presence or absence of the main cell types arranged in the order of maturity. Presence of spermatozoa scores 10, 9 or 8; spermatids (and no further) 7 or

Svend G. Johnsen

1970-01-01

386

Sample Selection in Models of Academic Performance  

Microsoft Academic Search

This article shows how admission and enrollment processes affect the interpretation of simple validation studies of academic performance. In a competitive market for students, optimal behavior of admissions committees and applicants drives the simple correlation between test scores and performance toward zero, regardless of the relationship in the population of prospective students. Data from our university's MBA program support the

Matthew J. Cushing; Mary G. McGarvey

2004-01-01

387

Eye Movement Models of Academic Achievement.  

ERIC Educational Resources Information Center

|Current pscyhometric assessments, which are based on test score predictors providing information only on products of performance, fail to account for satisfactory amounts of variance in academic achievement or other criterion measures of interest. To corroborate and extend previous work on information processing measures, by examining the…

Dillon, Ronna F.

388

A standardized scoring method for the copy of cube test, developed to be suitable for use in psychiatric populations  

Microsoft Academic Search

Background  Although the 'copy of cube test', a version of which is included in the Short Test of Mental Status (STMS), has existed for\\u000a years, little has been done to standardize it in detail. The aim of the current study was to develop a novel and detailed\\u000a standardized method of administration and scoring this test.\\u000a \\u000a \\u000a \\u000a \\u000a Methods  The study sample included 93 healthy

Konstantinos N Fountoulakis; Melina Siamouli; Stamatia Magiria; Panagiotis T Panagiotidis; Sotiris Kantartzis; Vassiliki A Terzoglou; Timucin Oral

2011-01-01

389

Effects of Summer Academic Programs in Middle School on High School Test Scores, Course-Taking, and College Major  

Microsoft Academic Search

Through their participation in a seventh-grade talent search in 19961997, students qualified to attend a summer program at Duke University's Talent Identification Program (Duke TIP). Of the North Carolina students in this group, some attended at least one summer program in middle school and others had qualified for but did not attend a summer program at Duke TIP. The two

Yan Li; Corinne Alfeld; Rebecca Prince Kennedy; Martha Putallaz

2009-01-01

390

Effects of Summer Academic Programs in Middle School on High School Test Scores, Course-Taking, and College Major  

ERIC Educational Resources Information Center

|Through their participation in a seventh-grade talent search in 1996-1997, students qualified to attend a summer program at Duke University's Talent Identification Program (Duke TIP). of the North Carolina students in this group, some attended at least one summer program in middle school and others had qualified for but did not attend a summer…

Li, Yan; Alfeld, Corinne; Kennedy, Rebecca Prince; Putallaz, Martha

2009-01-01

391

Relationship between exhaled leukotriene and 8-isoprostane levels and asthma severity, asthma control level, and asthma control test score.  

PubMed

OBJECTIVE: Exhaled breath condensate (EBC) is a completely non-invasive method for the collection of airway secretions to measure intense inflammation in the airways of asthmatics. It has been shown that the childhood asthma control test (c-ACT) is a good tool for use in the evaluation of asthmatics. Whether the c-ACT score and asthma control level correlate with the airway inflammation is not well known. We aimed to evaluate the relationship between exhaled cysteinyl leukotrienes (Cys-LTs) and 8-isoprostane levels and asthma severity, asthma control level and c-ACT score in asthmatic children. METHODS: Thirty asthmatic children were evaluated with c-ACT score and pulmonary function tests. Asthma severity and asthma control level were assessed according to GINA. EBC was collected and Cys-LTs and 8-isoprostane concentrations were determined using a specific immunoassay kit. RESULTS: Exhaled 8-isoprostane level in patients with moderate persistent asthma [114 (55-146)pg/ml] was higher than in the mild persistent group [52 (21-91)pg/ml] (p=0.05, Mann-Whitney U [MWU]). EBC 8-isoprostane in children with 1-4 asthma exacerbations/year [52 (16-80)pg/ml] was significantly lower than in children with >4 asthma exacerbations/year [114 (57-129)pg/ml] (p<0.05, MWU). No significant relation was determined between exhaled 8-isoprostane and Cys-LTs levels and c-ACT score and asthma control level. Exhaled 8-isoprostane correlated negatively with bronchodilator response (p=0.015, r=-0.45). CONCLUSIONS: Exhaled 8-isoprostane, as an oxidative stress specifier, was found to be increased in relation with asthma exacerbation frequency and oxidative stress increases with the severity of asthma. In contrast to asthma severity level, c-ACT score and asthma control level may not reflect airway inflammation. PMID:23265270

Keskin, O; Balaban, S; Keskin, M; Kucukosmanoglu, E; Gogebakan, B; Ozkars, M Y; Kul, S; Bayram, H; Coskun, Y

2012-12-18

392

Development and Psychometric Testing of a Quality of Recovery Score After General Anesthesia and Surgery in Adults  

Microsoft Academic Search

a significant negative relationship between QoR Score and female gender (P 5 0.048) and older age (P 5 0.041). There was also good interrater agreement (r 5 0.55, P , 0.0001), test-retest reliability (median r 5 0.61, P , 0.0001), and internal consistency (a 5 0.57 and 0.90, P , 0.0001). There was a significant difference between the groups of

Paul S. Myles; Jennifer O. Hunt; Claire E. Nightingale; Helen Fletcher; Terence Beh; Deral Tanil; Attila Nagy; Alan Rubinstein; Jennie L. Ponsford

1999-01-01

393

A risk score for predicting coronary artery disease in women with angina pectoris and abnormal stress test finding.  

PubMed

Women with angina pectoris and abnormal stress test findings commonly have no epicardial coronary artery disease (CAD) at catheterization. The aim of the present study was to develop a risk score to predict obstructive CAD in such patients. Data were analyzed from 337 consecutive women with angina pectoris and abnormal stress test findings who underwent cardiac catheterization at our center from 2003 to 2007. Forward selection multivariate logistic regression analysis was used to identify the independent predictors of CAD, defined by ?50% diameter stenosis in ?1 epicardial coronary artery. The independent predictors included age ?55 years (odds ratio 2.3, 95% confidence interval 1.3 to 4.0), body mass index <30 kg/m(2) (odds ratio 1.9, 95% confidence interval 1.1 to 3.1), smoking (odds ratio 2.6, 95% confidence interval 1.4 to 4.8), low high-density lipoprotein cholesterol (odds ratio 2.9, 95% confidence interval 1.5 to 5.5), family history of premature CAD (odds ratio 2.4, 95% confidence interval 1.0 to 5.7), lateral abnormality on stress imaging (odds ratio 2.8, 95% confidence interval 1.5 to 5.5), and exercise capacity <5 metabolic equivalents (odds ratio 2.4, 95% confidence interval 1.1 to 5.6). Assigning each variable 1 point summed to constitute a risk score, a graded association between the score and prevalent CAD (ptrend <0.001). The risk score demonstrated good discrimination with a cross-validated c-statistic of 0.745 (95% confidence interval 0.70 to 0.79), and an optimized cutpoint of a score of ?2 included 62% of the subjects and had a negative predictive value of 80%. In conclusion, a simple clinical risk score of 7 characteristics can help differentiate those more or less likely to have CAD among women with angina pectoris and abnormal stress test findings. This tool, if validated, could help to guide testing strategies in women with angina pectoris. PMID:23273531

Lo, Monica Y; Bonthala, Nirupama; Holper, Elizabeth M; Banks, Kamakki; Murphy, Sabina A; McGuire, Darren K; de Lemos, James A; Khera, Amit

2012-12-28

394

Academic Achievement and Behavioral Health among Asian American and African American Adolescents: Testing the Model Minority and Inferior Minority Assumptions  

ERIC Educational Resources Information Center

|The present study tested the model minority and inferior minority assumptions by examining the relationship between academic performance and measures of behavioral health in a subsample of 3,008 (22%) participants in a nationally representative, multicultural sample of 13,601 students in the 2001 Youth Risk Behavioral Survey, comparing Asian…

Whaley, Arthur L.; Noel, La Tonya

2013-01-01

395

Unforgiving Confucian Culture: A Breeding Ground for High Academic Achievement, Test Anxiety and Self-Doubt?  

ERIC Educational Resources Information Center

|This paper reviews findings from several studies that contribute to our understanding of cross-cultural differences in academic achievement, anxiety and self-doubt. The focus is on comparisons between Confucian Asian and European regions. Recent studies indicate that high academic achievement of students from Confucian Asian countries is…

Stankov, Lazar

2010-01-01

396

GMAT and GRE Aptitude Test Performance in Relation to Primary Language and Scores on TOEFL.  

ERIC Educational Resources Information Center

This study was designed to describe and analyze (1) the performance of foreign candidates taking the Graduate Management Admission Test (GMAT) or the Graduate Record Examinations (GRE) Aptitude Test in relation to self-reported primary language (English vs. other), and (2) relationships between performance on the respective admissions tests and…

Wilson, Kenneth M.

397

A Primer-Test Centered Equating Method for Setting Cut-Off Scores  

ERIC Educational Resources Information Center

|This study evaluated the use of a new primary field test method based on test equating to address inconsistent classification among field tests. We analyzed students' information on the Progressive Aerobic Cardiovascular Endurance Run (PACER), mile run (MR), and VO[subscript 2]max from three data sets (college: n = 94; middle school: n = 39;…

Zhu, Weimo; Plowman, Sharon Ann; Park, Youngsik

2010-01-01

398

On the efficiency of score tests for homogeneity in two-component parametric models for discrete data.  

PubMed

In many applications of two-component mixture models for discrete data such as zero-inflated models, it is often of interest to conduct inferences for the mixing weights. Score tests derived from the marginal model that allows for negative mixing weights have been particularly useful for this purpose. But the existing testing procedures often rely on restrictive assumptions such as the constancy of the mixing weights and typically ignore the structural constraints of the marginal model. In this article, we develop a score test of homogeneity that overcomes the limitations of existing procedures. The technique is based on a decomposition of the mixing weights into terms that have an obvious statistical interpretation. We exploit this decomposition to lay the foundation of the test. Simulation results show that the proposed covariate-adjusted test statistic can greatly improve the efficiency over test statistics based on constant mixing weights. A real-life example in dental caries research is used to illustrate the methodology. PMID:22348298

Todem, David; Hsu, Wei-Wen; Kim, KyungMann

2012-02-20

399

Rater Agreement on the ISCSCI Motor and Sensory Scores Obtained Before and After Formal Training in Testing Technique  

PubMed Central

Background/Objective: The purpose of this study is to report the results of rater agreement for the International Standards for Neurological Classification of Spinal Cord Injury (ISCSCI) motor and sensory scores before and after training in the testing technique. Methods: Six raters performed sequential motor and sensory examinations on 5 adolescents with SCI according to the ISCSCI manual. After completion of the first examinations, all raters were provided with a half-day formal training session on testing techniques, after which the raters repeated the examinations. Intraclass correlation coefficients (ICCs) and 95% confidence intervals (CIs) were calculated to provide parameters for ICC interpretation: >0.90 = high agreement; 0.75 to 0.90 = moderate agreement; <0.75 = poor agreement. Results: After training, there was improvement in rater agreement of summed motor scores (MS) from ICC =0.809 to 0.862 and discrimination scores from ICC =0.786 to 0.892. There was moderate rater agreement for light touch scores (LTS) before and after training. After training, there was improvement in 95% CIs except for ICCs for LTS, but for all ICCs, the lower 95% CI value remained less than 0.75. Conclusions: Training improved rater agreement on MS and discrimination, but 95% CIs remained unacceptably wide. The positive effect of training in motor and sensory testing techniques is supported by the study data. Unlike previous studies that have suggested the ISCSCI has acceptable reliability for clinical trials, the results of this study do not fully support the use of the ISCSCI for clinical trials without better standardization to establish a lower 95% CI value of at least 0.75.

Mulcahey, Mary Jane; Gaughan, John; Betz, Randal R; Vogel, Lawrence C

2007-01-01

400

Validation of an Academic Listening Test: Effects of "Breakdown" Tests and Test Takers' Cognitive Awareness of Listening Processes  

ERIC Educational Resources Information Center

|This study investigated the breakdown effect of a listening comprehension test, whether test takers are affected in comprehending lectures by impediments, and collected test takers' cognitive awareness on test tasks which contain listening breakdown factors how they perceived these impediments. In this context of the study, a "Breakdown" is a…

Chi, Youngshin

2011-01-01

401

Big-Fish—Little-Pond Effect on Academic Self-Concept: A Cross-Cultural (26Country) Test of the Negative Effects of Academically Selective Schools  

Microsoft Academic Search

Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish—little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural study

Herbert W. Marsh; Kit-Tai Hau

2003-01-01

402

Resegregation in Minneapolis Public Schools: Tipping Points for Academic Success  

Microsoft Academic Search

What happens to achievement gaps in middle school test scores when the racial compositions of schools change? Existing research indicates that academic achievement on standardized tests is negatively related to high concentrations of non-white students in schools, and disproportionately affects non-white students. To explore this, I conducted a two-fold approach of analyzing school characteristics and student test scores from Minneapolis

Collin Cousins

2010-01-01

403

Transcultural adaptation and testing psychometric properties of the Korean version of the Foot and Ankle Outcome Score (FAOS).  

PubMed

This study was performed to translate and transculturally adapt the English version of the Foot and Ankle Outcome Score (FAOS) into a Korean version, and to test psychometric properties of the Korean FAOS in terms of internal consistency, test-retest reliability, convergent validity, and dimensionality. Translation and transcultural adaptation of FAOS into a Korean version was performed according to internationally recommended guidelines. Internal consistency (N?=?294) and test-retest reliability (N?=?21) were evaluated. Convergent validity was analyzed using correlation with pain visual analogue scale (VAS) score. All subscales, except for the quality of life (Q) subscale (Cronbach's alpha, 0.615), showed satisfactory internal consistency (Cronbach's alpha?>?0.7). Cronbach's alpha of function in daily living (ADL) was highest (0.962), which might represent the redundancy of the items. All five subscales showed satisfactory reliability with ADL subscale showing the highest ICC (intraclass correlation coefficient; 0.851) and Q subscale the lowest ICC (0.718). Pain VAS score showed the highest correlation with pain (P) subscale of FAOS (r?=?0.675, p?test, a factor analysis was performed using the total items to rank their relative significance, which showed seven components solution. Considerable portion of the items showed a similar dimension according to their original subscales, except for ADL items. Translation and transcultural adaptation of FAOS into the Korean language was performed successfully. The items were understandable, and the subscales showed satisfactory test-retest reliability. Some minor revision might be needed to enhance the internal consistency of Q subscale and reduce the redundancy of ADL subscale. PMID:23703359

Lee, Kyoung Min; Chung, Chin Youb; Kwon, Soon Sun; Sung, Ki Hyuk; Lee, Seung Yeol; Won, Sung Hun; Lee, Damian J; Lee, Seoryong C; Park, Moon Seok

2013-05-24

404

Test of English as a Foreign Language and First Certificate of English tests as predictors of academic success for undergraduate students at the University of Bahrain  

Microsoft Academic Search

The purpose of this study is to examine the multivariate relationships of the Test of English as a Foreign Language (TOEFL) and the First Certificate of English (FCE), and to determine whether students' total score on the TOEFL or their overall score on the FCE tends to be a better predictor of their success at the University as measured by

N. M Al-Musawi; S. H Al-Ansari

1999-01-01

405

Percentage Points of the Normal Score Layer Rank Tests for Independence and Empirical Power Comparisons.  

National Technical Information Service (NTIS)

A class of nonparametric tests based on the third quadrant layer ranks has recently been studied by Woodworth in connection with the problem of testing for independence in a bivariate distribution. In the present work, exact one-sided rejection regions ar...

G. K. Bhattacharyya R. A. Johnson H. R. Neave

1968-01-01

406

The Impact of Intensive Reading Interventions on Student Standardized Test Scores  

ERIC Educational Resources Information Center

|The purpose of this study was to identify the impact intensive reading instruction had for 28 students with learning disabilities at the middle school level on standardized tests. National Assessment of Education Progress testing indicates that across the United States, learning disabled students literacy skills are decreasing annually, and these…

Munoz, Carolyn Sue

2010-01-01

407

The Relative Effects of Traditional Lectures and Guided Notes Lectures on University Student Test Scores  

ERIC Educational Resources Information Center

Guided notes were employed in two undergraduate Psychology courses involving 71 students. The study design utilized an alternating treatments format to compare Traditional Lectures with Guided Notes lectures. In one of the two courses, tests were administered after each class lecture, whereas the same type of test was administered at the beginning…

Williams, W. Larry; Weil, Timothy M.; Porter, James C. K.

2012-01-01

408

Major Field Achievement Test in Business: Guidelines for Improved Outcome Scores--Part I  

ERIC Educational Resources Information Center

|Outcomes measurements have always been an important part of proving to outside constituencies how you "measure up" to other schools with your business programs. A common nationally-normed exam that is used is the Major Field Achievement Test in Business from Educational Testing Services. Our paper discusses some guidelines that we are "pilot…

McLaughlin, J. Patrick; White, Jason T.

2007-01-01

409

Keeping Scores: Audited Self-Monitoring of High-Stakes Testing Environments  

ERIC Educational Resources Information Center

|To address a public relations problem faced by a large urban public school district in Texas, we conducted action research that resulted in an audited self-monitoring system for high-stakes testing environments. The system monitors violations of testing protocols while identifying and disseminating best practices to improve the education of…

Padilla, Raymond; Richards, Michael

2006-01-01

410

Test anxiety (worry and emotionality) changes during academic testing as a function of feedback and test importance  

Microsoft Academic Search

Investigated the effects of feedback on fluctuations in immediately experienced test anxiety. In 2 studies, 55 and 144 college students responded to a brief test anxiety questionnaire in the context of a course examination, during which experimental Ss received item-by-item feedback. Worry, the cognitive component of anxiety hypothesized to be partially dependent on information available to the student during testing,

Larry W. Morris; R. Stephen Fulmer

1976-01-01

411

A Comparison: Predicting College Level Academic Success with Tests of Cognitive Style and Cognitive Aptitude.  

National Technical Information Service (NTIS)

This study attempted to establish the relationship of cognitive aptitudes and styles to measures of general and more subtle academic achievement. It was expected that the associations of aptitudes and styles to general measures of achievement would conver...

T. M. Schwen A. K. Bednar

1979-01-01

412

Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?  

Microsoft Academic Search

This paper reviews findings from several studies that contribute to our understanding of cross-cultural differences in academic achievement, anxiety and self-doubt. The focus is on comparisons between Confucian Asian and European regions. Recent studies indicate that high academic achievement of students from Confucian Asian countries is accompanied by higher levels of anxiety and self-doubt. After examining method, measurement, and context

Lazar Stankov

2010-01-01

413

Associations between cadmium exposure and neurocognitive test scores in a cross-sectional study of US adults  

PubMed Central

Background Low-level environmental cadmium exposure and neurotoxicity has not been well studied in adults. Our goal was to evaluate associations between neurocognitive exam scores and a biomarker of cumulative cadmium exposure among adults in the Third National Health and Nutrition Examination Survey (NHANES III). Methods NHANES III is a nationally representative cross-sectional survey of the U.S. population conducted between 1988 and 1994. We analyzed data from a subset of participants, age 20–59, who participated in a computer-based neurocognitive evaluation. There were four outcome measures: the Simple Reaction Time Test (SRTT: visual motor speed), the Symbol Digit Substitution Test (SDST: attention/perception), the Serial Digit Learning Test (SDLT) trials-to-criterion, and the SDLT total-error-score (SDLT-tests: learning recall/short-term memory). We fit multivariable-adjusted models to estimate associations between urinary cadmium concentrations and test scores. Results 5662 participants underwent neurocognitive screening, and 5572 (98%) of these had a urinary cadmium level available. Prior to multivariable-adjustment, higher urinary cadmium concentration was associated with worse performance in each of the 4 outcomes. After multivariable-adjustment most of these relationships were not significant, and age was the most influential variable in reducing the association magnitudes. However among never-smokers with no known occupational cadmium exposure the relationship between urinary cadmium and SDST score (attention/perception) was significant: a 1??g/L increase in urinary cadmium corresponded to a 1.93% (95%CI: 0.05, 3.81) decrement in performance. Conclusions These results suggest that higher cumulative cadmium exposure in adults may be related to subtly decreased performance in tasks requiring attention and perception, particularly among those adults whose cadmium exposure is primarily though diet (no smoking or work based cadmium exposure). This association was observed among exposure levels that have been considered to be without adverse effects and these levels are common in U.S. adults. Thus further research into the potential neurocognitive effects of cadmium exposure is warranted. Because cumulative cadmium exposure may mediate some of the effects of age and smoking on cognition, adjusting for these variables may result in the underestimation of associations with cumulative cadmium exposure. Prospective studies that include never-smokers and non-occupationally exposed individuals are needed to clarify these issues.

2013-01-01

414

Overflow movements and behavior problems: scoring and using a modification of Fogs' test.  

PubMed

This study attempted to produce a simple, scorable test of neurological function and to see whether, in the absence of obvious central nervous system disease, the neurological impairments so defined were related to psychiatric disorders. 138 children aged between seven and 11 years from four schools undertook a standardised test based on the Fogs' test. Those who performed poorly on the test had a higher frequency of behaviour problems, motor inco-ordination and adverse perinatal events. Children with any kind of behaviour problem had more difficulty with the test than those without, but hyperactive children did worse than antisocial children. The strength of the statistical association between behaviour problems and functional neurological impairment varied with the social circumstances of the children. Neurological impairment was found more frequently among behaviour-problem children from suburban schools than those from inner-city schools. It appears that a degree of dysfunction lying between brain damage and normal variation places children at higher risk for the development of behaviour problems. Such dysfunction, together with psychosocial disadvantage, may be important aetiological factors in behaviour disorders during childhood. PMID:6203799

Szatmari, P; Taylor, D C

1984-06-01

415

Hypnotherapy and Test Anxiety: Two Cognitive-Behavioral Constructs. The Effects of Hypnosis in Reducing Test Anxiety and Improving Academic Achievement in College Students.  

ERIC Educational Resources Information Center

A two-group randomized multivariate analysis of covariance (MANCOVA) was used to investigate the effects of cognitive-behavioral hypnosis in reducing test anxiety and improving academic performance in comparison to a Hawthorne control group. Subjects were enrolled in a rigorous introductory psychology course which covered an entire text in one…

Sapp, Marty

416

Examining Gender and the Academic Achievement of Students with Emotional Disturbance  

Microsoft Academic Search

Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003; Lane, 2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure, with 80-90% scoring below grade level on tests of reading and math achievement (Anderson, Kutash, & Duchnowski, 2001). In

Cherng-Jyh Yen; Elisabeth Hess Rice

2010-01-01

417

Examining Gender and the Academic Achievement of Students with Emotional Disturbance  

Microsoft Academic Search

:Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003; Lane, 2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure, with 80-90% scoring below grade level on tests of reading and math achievement (Anderson, Kutash, & Duchnowski, 2001). In

Cherng-Jyh Yen; Elisabeth Hess Rice

2010-01-01

418

The Relationship Between Admissions Criteria and Academic Performance in an MSW Program.  

ERIC Educational Resources Information Center

|Examines relationship between admission criteria and academic performance among 654 master's in social-work (MSW) students in one state university, 1985-1992. Test scores on a pre-graduation comprehensive exam measured academic achievement. Results indicate two admissions criteria, undergraduate grade point average and Graduate Record Examination…

Dunlap, Katherine M.; Fraser, Mark W.; Henley, H. Carl, Jr.

1998-01-01

419

A Question of Balance: CTE, Academic Courses, High School Persistence, and Student Achievement.  

ERIC Educational Resources Information Center

Analysis of National Education Longitudinal Survey data indicates that a balance between career-technical and academic course taking influences test scores and dropout. A ratio of approximately three career-technical credits to four academic credits was associated with the lowest likelihood of dropping out. (Contains 26 references.) (SK)

Plank, Stephen B.

2001-01-01

420

Creative Collaboration: Developing a Partnership with an Academic Advisor to Promote Information Literacy and Student Success  

Microsoft Academic Search

Using information literacy as the unifying framework, the library and academic advising departments collaborated to develop student outreach activities which promote student success. Specifically, this partnership led to sharing a Facebook page, participating in a First Year Seminar program, and evaluating the qualitative and quantitative correlation between information literacy test scores and academic standing. Although each department could have embarked

Denise Pan; Merrie Valliant; Becky Reed

2009-01-01

421

A Psychometric Investigation of the Academic Self-Concept of Asian American College Students  

ERIC Educational Resources Information Center

The psychometric properties of scores from the Academic Self-Concept Scale are examined in a group of 198 Asian American college students. Using parallel analysis, a four-factor solution accounting for 46% of the variance was found. In a test of construct validity, academic self-concept was found to be negatively related to adherence to Asian…

Cokley, Kevin; Patel, Nima

2007-01-01

422

Academic Efforts and Study Habits among Students in a Principles of Macroeconomics Course.  

ERIC Educational Resources Information Center

|Students in a macroeconomics course (n=132) were compared on grade point average, academic efficacy, credit hours accumulated, and study hours/habits. Academic efficacy and study habits significantly explained achievement. The amount of study time had no significant impact. Scholastic Assessment Test scores and credit hours explained achievement…

Okpala, Amon O.; Okpala, Comfort O.; Ellis, Richard

2000-01-01

423

Examining Gender and the Academic Achievement of Students with Emotional Disturbance  

ERIC Educational Resources Information Center

|Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003; Lane, 2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure, with 80-90% scoring below grade level on tests

Rice, Elisabeth Hess; Yen, Cherng-Jyh

2010-01-01

424

Academic Efforts and Study Habits among Students in a Principles of Macroeconomics Course.  

ERIC Educational Resources Information Center

Students in a macroeconomics course (n=132) were compared on grade point average, academic efficacy, credit hours accumulated, and study hours/habits. Academic efficacy and study habits significantly explained achievement. The amount of study time had no significant impact. Scholastic Assessment Test scores and credit hours explained achievement…

Okpala, Amon O.; Okpala, Comfort O.; Ellis, Richard

2000-01-01

425

Test Anxiety (Worry and Emotionality) Changes During Academic Testing as a Function of Feedback and Test Importance  

ERIC Educational Resources Information Center

|The experiment investigated the effects of feedback on fluctuations in immediately experienced test anxiety. In two studies, college students responded to a brief test anxiety questionnaire in the context of a course examination, during which experimental subjects received item-by-item feedback. (Author/RC)|

Morris, Larry W.; Fulmer, R. Stephen

1976-01-01

426

An Evaluation of an Innovation: Standardized Test Scores Were Not Valid Indicators of Success.  

ERIC Educational Resources Information Center

An overview is provided of the evaluation of the Lighthouse Project, an education enhancement project that began in one urban and two suburban districts. Its methodology was the context for showing how the focus on the results of a standardized achievement test in mathematics inhibited the implementation of mathematics reform in the elementary…

Uslick, JoAnn; Walker, Carole

427

Validity Evidence for Eating Attitudes Test Scores in a Sample of Female College Athletes  

ERIC Educational Resources Information Center

|The purpose of this study was to examine the psychometric properties of the 26-item Eating Attitudes Test (EAT-26; Garner, Olmsted, Bohr, & Garfinkel, 1982) using a sample of 207 female college athletes. Previous studies using nonathlete populations have supported a number of factor structures, but a series of confirmatory factor analyses (CFAs)…

Doninger, Gretchen L.; Enders, Craig K.; Burnett, Kent F.

2005-01-01

428

The Use of the Runs Test for Assessing Response Validity in Computer Scored Inventories.  

ERIC Educational Resources Information Center

|The runs test for random sequences of responding is proposed for application in long inventories with dichotomous items as an index of sterotyped responding. This index is useful for detecting whether the client shifts between response alternatives more or less frequently than would be expected by chance. (LMO)|

Huba, G. J.

1986-01-01

429

School finance reform, the distribution of school spending, and the distribution of student test scores  

Microsoft Academic Search

This paper studies the effect of school finance reforms on the distribution of school spending across richer and poorer districts, and the consequences of spending equalization for the relative test performance of students from different family backgrounds. We find that states where the school finance system was declared unconstitutional in the 1980s increased the relative funding of low-income districts. Increases

David Card; A. Abigail Payne

2002-01-01

430

Clock Drawing Test in Mild Cognitive Impairment: Quantitative Analysis of Four Scoring Methods and Qualitative Analysis  

Microsoft Academic Search

Background: The role of the clock drawing test (CDT) as a screening tool for dementia has been evaluated. However, studies focusing on mild cognitive impairment (MCI) are still lacking. The purpose of this study was to verify the validity of the CDT as a screening method for MCI. Methods: 524 subjects aged 60 years and older were recruited in the

Kang Soo Lee; Eun A Kim; Chang Hyung Hong; Dong-Woo Lee; Byoung Hoon Oh; Hae-Kwan Cheong

2008-01-01

431

The Relationship between Self-Perceptions of Accountability by High School Principals and Student Test Scores  

ERIC Educational Resources Information Center

|The high school principalship has been designated an area of professional shortage by many states. Resignations and terminations have been numerous as a result of poor student test performance. The purpose of this ex post facto correlation study was to investigate the self-perceptions of accountability by high school principals as they related to…

Koester, Edward L.

2010-01-01

432

Test Gains Reigniting Old Debate: Did NCLB Law Play a Role in History, Civics Scores?  

ERIC Educational Resources Information Center

|Elementary school students have a stronger grasp of U.S. history, and what it means to be a knowledgeable citizen, than they did a few years ago, new test results suggest. Part of the reason they are better informed about history and citizenship, some argue, is that they are better readers. That was the view put forward by U.S. Secretary of…

Cavanagh, Sean

2007-01-01

433

Cognitive Style as a Factor Affecting Task-Based Reading Comprehension Test Scores  

ERIC Educational Resources Information Center

For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners' overall and task-specific performance on task-based reading comprehension tests. 1743 freshman, sophomore, junior, and senior students all majoring in English at different Iranian universities and colleges…

Salmani-Nodoushan, Mohammad Ali

2005-01-01

434

Interpretations of Rod-and-Frame Test Scores: An Application of Pattern Analysis.  

ERIC Educational Resources Information Center

Rod-and-frame test data of undergraduates were subjected to pattern analysis, which showed that most tilt toward the spatial position of the frame, while some utilize two frame cues, i.e., the nearest to vertical side and corner of the frame. Other interpretations of performance were not supported by results. (Author/RD)

Haller, Otto; Edgington, Eugene S.

1982-01-01

435

The Epidemiology of Modern Test Score Use: Anticipating Aggregation, Adjustment, and Equating  

ERIC Educational Resources Information Center

|In his thoughtful focus article, Haertel (this issue) pushes testing experts to broaden the scope of their validation efforts and to invite scholars from other disciplines to join them. He credits existing validation frameworks for helping the measurement community to identify incomplete or nonexistent validity arguments. However, he notes his…

Ho, Andrew

2013-01-01

436

The Epidemiology of Modern Test Score Use: Anticipating Aggregation, Adjustment, and Equating  

ERIC Educational Resources Information Center

In his thoughtful focus article, Haertel (this issue) pushes testing experts to broaden the scope of their validation efforts and to invite scholars from other disciplines to join them. He credits existing validation frameworks for helping the measurement community to identify incomplete or nonexistent validity arguments. However, he notes his…

Ho, Andrew

2013-01-01

437

Clinical score and rapid antigen detection test to guide antibiotic use for sore throats: randomised controlled trial of PRISM (primary care streptococcal management)  

PubMed Central

Objective To determine the effect of clinical scores that predict streptococcal infection or rapid streptococcal antigen detection tests compared with delayed antibiotic prescribing. Design Open adaptive pragmatic parallel group randomised controlled trial. Setting Primary care in United Kingdom. Patients Patients aged ?3 with acute sore throat. Intervention An internet programme randomised patients to targeted antibiotic use according to: delayed antibiotics (the comparator group for analyses), clinical score, or antigen test used according to clinical score. During the trial a preliminary streptococcal score (score 1, n=1129) was replaced by a more consistent score (score 2, n=631; features: fever during previous 24 hours; purulence; attends rapidly (within three days after onset of symptoms); inflamed tonsils; no cough/coryza (acronym FeverPAIN). Outcomes Symptom severity reported by patients on a 7 point Likert scale (mean severity of sore throat/difficulty swallowing for days two to four after the consultation (primary outcome)), duration of symptoms, use of antibiotics. Results For score 1 there were no significant differences between groups. For score 2, symptom severity was documented in 80% (168/207 (81%) in delayed antibiotics group; 168/211 (80%) in clinical score group; 166/213 (78%) in antigen test group). Reported severity of symptoms was lower in the clinical score group (?0.33, 95% confidence interval ?0.64 to ?0.02; P=0.04), equivalent to one in three rating sore throat a slight versus moderate problem, with a similar reduction for the antigen test group (?0.30, ?0.61 to ?0.00; P=0.05). Symptoms rated moderately bad or worse resolved significantly faster in the clinical score group (hazard ratio 1.30, 95% confidence interval 1.03 to 1.63) but not the antigen test group (1.11, 0.88 to 1.40). In the delayed antibiotics group, 75/164 (46%) used antibiotics. Use of antibiotics in the clinical score group (60/161) was 29% lower (adjusted risk ratio 0.71, 95% confidence interval 0.50 to 0.95; P=0.02) and in the antigen test group (58/164) was 27% lower (0.73, 0.52 to 0.98; P=0.03). There were no significant differences in complications or reconsultations. Conclusion Targeted use of antibiotics for acute sore throat with a clinical score improves reported symptoms and reduces antibiotic use. Antigen tests used according to a clinical score provide similar benefits but with no clear advantages over a clinical score alone. Trial registration ISRCTN32027234

2013-01-01

438

Score Tests for Association between Traits and Haplotypes when Linkage Phase Is Ambiguous  

PubMed Central

A key step toward the discovery of a gene related to a trait is the finding of an association between the trait and one or more haplotypes. Haplotype analyses can also provide critical information regarding the function of a gene; however, when unrelated subjects are sampled, haplotypes are often ambiguous because of unknown linkage phase of the measured sites along a chromosome. A popular method of accounting for this ambiguity in case-control studies uses a likelihood that depends on haplotype frequencies, so that the haplotype frequencies can be compared between the cases and controls; however, this traditional method is limited to a binary trait (case vs. control), and it does not provide a method of testing the statistical significance of specific haplotypes. To address these limitations, we developed new methods of testing the statistical association between haplotypes and a wide variety of traits, including binary, ordinal, and quantitative traits. Our methods allow adjustment for nongenetic covariates, which may be critical when analyzing genetically complex traits. Furthermore, our methods provide several different global tests for association, as well as haplotype-specific tests, which give a meaningful advantage in attempts to understand the roles of many different haplotypes. The statistics can be computed rapidly, making it feasible to evaluate the associations between many haplotypes and a trait. To illustrate the use of our new methods, they are applied to a study of the association of haplotypes (composed of genes from the human-leukocyte-antigen complex) with humoral immune response to measles vaccination. Limited simulations are also presented to demonstrate the validity of our methods, as well as to provide guidelines on how our methods could be used.

Schaid, Daniel J.; Rowland, Charles M.; Tines, David E.; Jacobson, Robert M.; Poland, Gregory A.

2002-01-01

439

Second Language Reading Topic Familiarity and Test Score: Test-Taking Strategies for Multiple-Choice Comprehension Questions  

ERIC Educational Resources Information Center

|The main purpose of this study was to compare the strategies used by Chinese-speaking students when confronted with familiar versus unfamiliar topics in a multiple-choice format reading comprehension test. The focus was on describing what students do when they are taking reading comprehension tests by asking students to verbalize their thoughts.…

Lee, Jia-Ying

2011-01-01

440

Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students  

PubMed Central

Participants were 664 relatively low achieving children who were recruited into a longitudinal study when in first grade. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade, children’s perceptions of classmates’ academic competence are distinct from their perceptions of peers’ other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children’s academic self concept. Implications of these findings for educational practice and future research are discussed.

Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

2008-01-01

441

It's Not Just What You Know, It's Who You Know: Testing a Model of the Relative Importance of Social Networks to Academic Performance  

ERIC Educational Resources Information Center

|Applying three mathematical modeling techniques, this study proposes and tests the fit of an academic performance model, and then estimates the relative importance of four performance predictors: academic ability, performance goal orientation, educational technology use, and social network density. Drawing on social network theory, findings from…

Rizzuto, Tracey E.; LeDoux, Jared; Hatala, John Paul

2009-01-01

442

Comparison of two methods of teaching early childhood professionals to score a developmental screening test.  

PubMed

Increasingly, computer-assisted learning is becoming an educational method of choice. This study compared the effectiveness of in-class versus Internet-based training in achieving reliability when administering a developmental screening test, the Alberta Infant Motor Scale. Forty-eight early childhood professionals, including physical therapists, occupational therapists, nurses, and infant development consultants, took part in the study. Participants in this convenience sample were each assigned to one of the two learning groups. We assessed interrater reliability and participants' satisfaction with training method. Disciplines were equally distributed within the two groups, but geographical locations differed significantly. There was no difference in intraclass correlation coefficients for interrater reliability between the two groups. Although there was no difference in overall satisfaction with the quality of the courses, significant differences were found in the trainees' satisfaction with certain aspects of the courses. Although several study limitations existed, Internet-based training provides a feasible option for training practitioners to reliably use developmental screening tests such as the Alberta Infant Motor Scale. PMID:19623791

Mayson, Tanja A; Hayes, Virginia E; Harris, Susan R; Backman, Catherine L

2009-01-01

443

Step Test Scores Are Related to Measures of Activity and Participation in the First 6 Months After Stroke  

PubMed Central

Background: The Step Test (ST) is a measure of dynamic standing balance and paretic–lower-extremity motor control in patients with stroke. Little is known about the extent to which impairments assessed by the ST relate to activity and participation during stroke recovery. Objective: The purpose of this study was to determine relationships between ST scores and measures of activity and participation during the first 6 months after stroke. Design: This was a prospective cohort study. Methods: Thirty-three individuals (18 men, 15 women) with a diagnosis of a single, unilateral stroke participated in the study. Participants were tested one time per month from 1 to 6 months poststroke. The ST was considered an impairment-level measure. Self-selected gait speed and the Medical Outcomes Study 36-Item Short-Form Health Survey (SF-36) Physical Function Index (PFI) were used to assess physical function. Three domains (mobility, basic and instrumental activities of daily living, participation) of the Stroke Impact Scale were used to assess self-reported disability. Regression analyses were conducted to examine the bivariate associations between ST scores and each physical function and disability measure at each time point (1–6 months). Results: The ST scores were positively associated with both physical function measures. The associations were stronger for self-selected gait speeds (R2=.60–.79) than for the PFI scores (R2=.32–.60). During the first 6 months after stroke, each additional step with the paretic lower extremity on the ST corresponded to a 0.07-m/s to 0.09-m/s increase in gait speed, and each additional step with the nonparetic lower extremity was associated with a 0.07-m/s to 0.08-m/s gait speed increase. The impairment-disability associations were weaker than the impairment-physical function associations. Limitations: Limitations of the study include a relatively small sample size and lack of examiner blinding with regard to participant characteristics. Conclusions: Impairments in balance and paretic–lower-extremity motor control, as measured by the ST, relate to physical function and disability during the first 6 months following stroke.

Mercer, Vicki Stemmons; Freburger, Janet Kues; Chang, Shuo-Hsiu; Purser, Jama L.

2009-01-01

444

Gender Differences in Prediction of Grade Performance from Graduate Record Examination Scores.  

ERIC Educational Resources Information Center

|One focus of educational measurement has been the examination of the relationship between students' entering academic characteristics and their subsequent achievement outcomes. In the case of admissions tests, an important consideration is that test scores predict later achievement similarly for all groups of students who take the test. The…

House, J. Daniel; Gupta, Suman; Xiao, Beiling

445

Changes in Test Scores Distribution for Students of the Fourth Grade in Brazil: A Relative Distribution Analysis for the Years 1997-2005  

ERIC Educational Resources Information Center

|In Brazil, the mean of math test scores for students of the fourth grade declined by approximately 0.2 standard deviation in the late 1990s. However, the potential changes in the distribution of scores have never been addressed. It is unclear if the decline was caused by deterioration in student performance levels at the upper and/or lower tails…

Rodrigues, Clarissa Guimaraes; Rios-Neto, Eduardo Luiz Goncalves; de Xavier Pinto, Cristine Campos

2013-01-01

446

A test of the Whitaker scoring system for estimating age from the bones of the foot.  

PubMed

Within the literature pertaining to skeletal age estimation, there is a paucity of statistically validated methods of age estimation from the foot. Given the prevalence of recovery of pedal elements in isolation, it is critical that methods exist to facilitate the estimation of age from this anatomical region and that those methods be tested to ensure they are reliable, repeatable and statistically robust. A study was carried out to determine the validity of using the Whitaker method of age estimation from the bones of the foot as a tool in forensic age estimation within a modern Scottish population. Two-hundred and sixty radiographs from individuals aged between birth and 18 years were assessed according to the Whitaker method; the results were compared with chronological age. The results of this study suggest that the method of Whitaker et al. is highly unlikely to estimate the age of females below 16 years of age or males below 18 years of age correctly. When the methodology was altered to correspond with best practice principles of age estimation, the estimated age ranges were found to be too wide to be of practical value in forensic age estimation. The results of this study therefore suggest that the Whitaker method for estimating age from the bones of the foot should not be used in forensic age assessment. PMID:23052443

Davies, Catriona; Hackman, Lucina; Black, Sue

2012-10-04

447

Impact of nutritional status at the onset of elementary school on academic aptitude test achievement at the end of high school in a multicausal approach.  

PubMed

Like in many other countries, few investigations have been carried out in Chile to measure the long-term effects of nutritional status at an early age on scholastic achievement in a multicausal approach. The objectives of the present study were to describe the impact of nutritional, intellectual, family, educational and socio-economic variables at the onset of elementary school in 1987 that may affect achievement on the academic aptitude test (AAT) taken in 1998 at the end of high school, and to quantify the impact of these independent variables on the AAT. The present study comprises two cross-sectional stages: in 1987, a representative sample of 813 elementary school first-grader Chilean children from the Metropolitan Region was randomly chosen; in 1998, 12 years later, 632 school-age children were located and only 351 of them graduated from high school and, from these, 260 students took the AAT. In 1987 nutritional status was assessed through anthropometric parameters, intellectual ability by the Raven's Progressive Matrices Test, scholastic achievement through Spanish language and mathematics tests, and socio-economic status using Graffar's modified scale; family variables were also recorded. Maternal schooling, scholastic achievement, intellectual ability and head circumference-for-age z-score (anthropometric indicator of both nutritional background and brain development) all in 1987 were the independent variables with the greatest explanatory power for AAT variance in 1998 (r2 0.402). These results provide a foundation to identify the risk factors at an early age that affect AAT scores and should be useful to improve nutritional and educational policies. PMID:19138441

Ivanovic, Daniza M; Rodríguez, María Del Pilar N; Pérez, Hernán T; Alvear, Jorge A; Almagià, Atilio F; Toro, Triana D; Urrutia, María Soledad C; Cruz, Arturo L; Ivanovic, Rodolfo M

2009-01-13

448

Academic Growth Expectations under Various Testing Options in Title I: How Do We Interpret Aggregate Results?  

ERIC Educational Resources Information Center

A method for translating the achievement gains in Normal Curve Equivalents (NCE) to a more conceptually understandable index of academic growth is described. This method calculates "Expected Growth (EG)" and expresses the relationship of observed achievement gains. The method is shown to be easily applied and well suited to local interpretation.…

Gabriel, Roy M.

449

An Empirical Test of Five Prominent Explanations for the Black-White Academic Performance Gap  

ERIC Educational Resources Information Center

The viability of five prominent explanations for the black-white performance gap ("academic engagement," "cultural capital," "social capital," "school quality" and "biased treatment") is examined using NELS data and a LISREL model that adjusts for clustering of students within schools. Empirical models have typically assessed these factors…

Oates, Gary L. St. C.

2009-01-01

450

Testing the Limits of Academic Freedom: Controversial Art on College Campuses  

ERIC Educational Resources Information Center

|In recent months, the principle of academic freedom has made headlines. From legislative attempts to exercise control of campus activities to the passionate response to Ward Churchill's comments about victims of 9-11, efforts to limit the free exchange of ideas appear with increasing regularity. This article reviews the confrontation between…

Pickus, Keith H.

2007-01-01

451

The North Carolina State University Libraries Search Experience: Usability Testing Tabbed Search Interfaces for Academic Libraries  

ERIC Educational Resources Information Center

|Creating a learnable, effective, and user-friendly library Web site hinges on providing easy access to search. Designing a search interface for academic libraries can be particularly challenging given the complexity and range of searchable library collections, such as bibliographic databases, electronic journals, and article search silos. Library…

Teague-Rector, Susan; Ballard, Angela; Pauley, Susan K.

2011-01-01

452

The Genesis of the Humanistic Academic: A Second Test of Erikson's Theory of Ego Identity Formation.  

ERIC Educational Resources Information Center

Extends previous research on the theory of ego identity formation of E. Erikson by investigating the role of several factors in the psychosocial development of university professors. A survey of 623 Canadian academics supports Eriksonian ideas about childhood superego formation and psychosocial crises experienced during adolescence. (SLD)

Cote, James E.; Levine, Charles G.

1992-01-01

453

The Family-Study Interface and Academic Outcomes: Testing a Structural Model  

ERIC Educational Resources Information Center

|Expanding on family-work and work-study models, this article investigated a model for family-study conflict and family-study facilitation. The focus of the study was the relationship of family-study conflict and family-study facilitation with students' effortful behaviors and academic performance among a sample of university students (N = 1,656).…

Meeuwisse, Marieke; Born, Marise Ph.; Severiens, Sabine E.

2011-01-01

454

Learning to E-Cheat: A Criminological Test of Internet Facilitated Academic Cheating  

Microsoft Academic Search

An increasing problem of great concern for academic institutions is the pervasiveness of cheating among students. Further compounding this problem is advancements in technology that have created new ways for students to engage in cheating. Despite a growing interest in technology facilitated cheating, little is known about why students may employ electronic resources to cheat. However, Akers’ social learning theory

John M. Stogner; Bryan Lee Miller; Catherine D. Marcum

2012-01-01

455

The formalin test: scoring properties of the first and second phases of the pain response in rats.  

PubMed

The formalin test is increasingly used as a model of injury-produced pain but there is no generally accepted method of pain rating. To examine the properties of various pain rating methods we established dose-response relations for formalin injected in the plantar surface of one hind paw, and the analgesic effects of morphine and amphetamine using the most frequently reported behavioural measures of pain (favouring, lifting, licking and flinching/shaking of the injured paw) and combinations of these. Licking, elevation and favouring of the injected paw showed a biphasic response at all formalin doses. Flinching varied in form across the time course of formalin, and the biphasic nature of the behaviour was not as apparent. In untreated rats all these behaviours were infrequent. Flinching and favouring were increased after injection of local anaesthetic into the paw but remained negligible relative to the effect of formalin. Grooming other than that directed to the injected paw was elevated in a dose-dependent manner by formalin. Intercorrelations between the behaviours were different for the initial response and the second phase. Correlational analysis indicated that no single behavioural measure was a strong predictor of formalin, morphine and amphetamine dose. A simple sum of time spent licking plus elevating the paw, or the weighted pain score of Dubuisson and Dennis (1977), were superior to any single measure (r ranging from 0.75 to 0.86). Addition of flinching and favouring to the combined pain score using multiple regression did not increase variance explained. Depending on the measure used, a sedative dose of pentobarbital produced apparent analgesia, hyperalgesia or no effect. The interphase depression of pain, as well as the analgesic effects of morphine and amphetamine, were all associated with increased motor activation. Power analysis indicated that using a moderate dose of formalin and a combined pain score gave the greatest power to detect differences in pain. It was also found that pain scores increase with ambient temperature and that rat strains may differ in formalin pain sensitivity. PMID:7715946

Abbott, F V; Franklin, K B; Westbrook, R F

1995-01-01

456

Exploring the Relationship between Access Technology and Standardized Test Scores for Youths with Visual Impairments: Secondary Analysis of the National Longitudinal Transition Study 2  

ERIC Educational Resources Information Center

|This article presents the findings of a secondary analysis of the National Longitudinal Transition Study 2 that explored the predictive association between training in access technology and performance on the Woodcock-Johnson Tests of Academic Achievement: III. The results indicated that the use of access technology had a limited predictive…

Freeland, Amy L.; Emerson, Robert Wall; Curtis, Amy B.; Fogarty, Kieran

2010-01-01

457

The Predictive Validity of the Preschool Early Literacy Individual Growth and Development Indicators (EL-IGDIS) on State Test Scores Using an Urban, Low-Income Population  

ERIC Educational Resources Information Center

There is a growing body of literature linking curriculum based measurements and general outcome measures to state test outcomes. With an increasing focus on the early identification of students at risk for academic failure, the present study investigated the predictive validity of preschool early literacy general outcome measures (GOMs) in a low…

Smith, Steven L.

2009-01-01

458

The Predictive Validity of the Preschool Early Literacy Individual Growth and Development Indicators (EL-IGDIS) on State Test Scores Using an Urban, Low-Income Population  

ERIC Educational Resources Information Center

|There is a growing body of literature linking curriculum based measurements and general outcome measures to state test outcomes. With an increasing focus on the early identification of students at risk for academic failure, the present study investigated the predictive validity of preschool early literacy general outcome measures (GOMs) in a low…

Smith, Steven L.

2009-01-01

459

Test Review: Colarusso, R. P., & Hammill, D. D. (2003). "Motor-Free Visual Perception Test."(3rd ed.). Novata, CA: Academic Therapy Publications  

ERIC Educational Resources Information Center

The Motor-Free Visual Perception Test: Third edition (MVPT-3; Colarusso & Hammill, 2003) purports to measure overall visual perceptual ability. Task responses require no motor ability, eliminating the effect of motor performance on the overall visual perception score. The test authors suggested that this MVPT-3 characteristic allows for its use…

McCane, Sara Jean

2006-01-01

460

College Math Assessment: SAT Scores vs. College Math Placement Scores  

ERIC Educational Resources Information Center

Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores

Foley-Peres, Kathleen; Poirier, Dawn

2008-01-01

461

Cognitive disparities, lead plumbing, and water chemistry: Prior exposure to water-borne lead and intelligence test scores among World War Two U.S. Army enlistees  

Microsoft Academic Search

Higher prior exposure to water-borne lead among male World War Two U.S. Army enlistees was associated with lower intelligence test scores. Exposure was proxied by urban residence and the water pH levels of the cities where enlistees lived in 1930. Army General Classification Test scores were six points lower (nearly 1\\/3 standard deviation) where pH was 6 (so the water

Joseph P. Ferrie; Karen Rolf; Werner Troesken

462

Effect of Different Score Reports of Web-Based Formative Test on Students' Self-Regulated Learning  

ERIC Educational Resources Information Center

|A new score report based on a mechanism of formative assessment and feedback is developed to offer individual testees not only their final scores but also their sub-scale scores, their percentile position, as well as corresponding feedback on self-regulation strategies. Structural equation modeling is adopted in the confirmatory factor analysis…

Zou, Xiaoling; Zhang, Xuning

2013-01-01

463

Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia  

NASA Astrophysics Data System (ADS)

This study attempted to identify factors in seventh grade academics that are associated with overall success in tenth grade biology. The study addressed the following research questions: Are there significant differences in performance levels in seventh grade Criterion Referenced Competency Test (CRCT) scores in science, math, reading, and language arts associated with performance categories in tenth grade biology End of Course Test (EOCT) and the following demographic variables : gender, ethnicity, socioeconomic status, disability category, and English language proficiency level? Is there a relationship among the categorical variables on the tenth grade biology EOCT and the same five demographic variables? Retrospective causal comparative research was used on a representative sample from the middle schools in three North Georgia counties who took the four CRCTs in the 2006-2007 school year, and took the biology EOCT in the 2009-2010 school year. Chi square was used to determine the relationships of the various demographic variables on three biology EOCT performance categories. Twoway ANOVA determined relationships between the seventh grade CRCT scores of students in the various demographic groups and their performance levels on the biology EOCT. Students' performance levels on the biology EOCT matched their performance levels on the seventh grade CRCTs consistently. Females performed better than males on all seventh grade CRCTs. Black and Hispanic students did worse than White and Asian/Asian Indian students on the math CRCT. Students living in poverty did worse on reading and language arts CRCTs than students who were better off. Special education students did worse on science, reading, and language arts CRCTs than students not receiving special education services. English language learners did worse than native English speakers on all seventh grade CRCTs. These findings suggest that remedial measures may be taken in the seventh grade that could impact performance levels on the biology EOCT.

Ward, Jennifer Henry

464

Standard Scores  

NSDL National Science Digital Library

In this chapter, the authors will discuss the following types of standard scores: percentile ranks , z-scores , and T-scores . All are based on concepts--such as the mean, the normal distribution, and the standard deviation--already

Christmann, Edwin P.; Badgett, John L.

2008-11-01

465

Metamemory and Academic Achievement: Testing the Validity of a Group-Administered Metamemory Battery  

Microsoft Academic Search

This study was designed to assess the validity of a recently introduced group-administered battery of metamemory tasks for children and to concurrently assess the relationship between performance on these tasks and academic achievement for second- and fourth-grade normal and learning-disabled (LD) children. Consistent with theoretical predictions and with results from individually administered metamemory tasks, significant age-related performance differences were found

David C. Geary; Ilona H. Klosterman; Katherine Adrales

1990-01-01

466

[Academic performance in the 1st year and its relationship with admission variables in medical schools. Comparative study].  

PubMed

Chilean universities employ a common admission scoring system for students, based on high school grades, mathematic and verbal academic aptitude tests, and specific biology and social sciences tests. Aiming to know the predictive values of these tests, the standardized scores obtained in the selection tests and academic performance of 1094 first year medical students, admitted in 1989 and 1990 to six universities, were analyzed. These students obtained high admission scores and their academic performance during the first year was low (mean grades ranged from 4.6 +/- 0.6 to 5.28 +/- 0.5 in different universities for a scale from 1 to 7). In all, except one university there was a correlation between admission scores and academic performance. Multiple regression analysis showed that admission scores explained a 13% of performance and that the parameters with better predictive value were high school grades, biology test and mathematics academic aptitude test. Verbal academic aptitude test did not have a predictive value. PMID:7569443

García, R E

1995-01-01

467

Genetic evaluation of Australian dairy cattle for somatic cell scores using multi-trait random regression test-day model.  

PubMed

A multi-trait (MT) random regression (RR) test day (TD) model has been developed for genetic evaluation of somatic cell scores for Australian dairy cattle, where first, second and third lactations were considered as three different but correlated traits. The model includes herd-test-day, year-season, age at calving, heterosis and lactation curves modelled with Legendre polynomials as fixed effects, and random genetic and permanent environmental effects modelled with Legendre polynomials. Residual variance varied across the lactation trajectory. The genetic parameters were estimated using asreml. The heritability estimates ranged from 0.05 to 0.16. The genetic correlations between lactations and between test days within lactations were consistent with most of the published results. Preconditioned conjugate gradient algorithm with iteration on data was implemented for solving the system of equations. For reliability approximation, the method of Tier and Meyer was used. The genetic evaluation system was validated with Interbull validation method III by comparing proofs from a complete evaluation with those from an evaluation based on a data set excluding the most recent 4 years. The genetic trend estimate was in the allowed range and correlations between the two sets of proofs were very high. Additionally, the RR model was compared to the previous test day model. The correlations of proofs between both models were high (0.97) for bulls with high reliabilities. The correlations of bulls decreased with increasing incompleteness of daughter performance information. The correlations between the breeding values from two consecutive runs were high ranging from 0.97 to 0.99. The MT RR TD model was able to make effective use of available information on young bulls and cows, and could offer an opportunity to breeders to utilize estimated breeding values for first and later lactations. PMID:19646149

Konstantinov, K V; Beard, K T; Goddard, M E; van der Werf, J H J

2009-06-01

468

End-of-semester syndrome: How situational regulatory fit affects test performance over an academic semester  

PubMed Central

Psychology researchers often avoid running participants from subject pools at the end of the semester because they are “unmotivated”. We suggest that the end of the semester induces a situational prevention focus (i.e., sensitive to losses) unlike the beginning of the semester, which may induce a situational promotion focus (i.e., sensitive to gains). In two experiments, we presented participants with math problems at the beginning or end of an academic semester. End-of-semester participants performed better minimizing losses as compared to maximizing gains, while the opposite was true for beginning-of-semester participants.

Grimm, Lisa R.; Markman, Arthur B.; Maddox, W. Todd

2011-01-01

469

Community Violence Exposure and Children's Academic Functioning  

Microsoft Academic Search

This study reports a cross-sectional investigation of the link between community violence exposure and academic difficulties for 237 urban elementary school children (mean age of 9.5 years). Children completed a self-report inventory assessing exposure to community violence. Their achievement test scores and GPAs were obtained from school records, and other aspects of psychosocial adjustment were assessed with a multi-informant approach.

David Schwartz; Andrea Hopmeyer Gorman

2003-01-01

470

Assessing School Academic Productivity: The Case of Chicago School Reform  

Microsoft Academic Search

This paper considers the issues raised in using standardized achievement test scores for purposes of examining the academic productivity of schools. We critique some commonly used practices by urban school districts and suggest an alternative approach - the school productivity profile. This profile is based on an assessment of each school's contribution to student learning, or value-added, rather than just

ANTHONY BRYK; JOHN Q. EASTON; STUART LUPPESCU

1998-01-01

471

New Tests Put States on Spot  

ERIC Educational Resources Information Center

|As states begin to demand more rigor on their high-stakes tests--and the tests evolve to incorporate revised academic standards--many officials are gambling that an initial wave of lower scores will give way to greater student achievement in the future. Changes to statewide tests and subsequent plummeting scores sparked controversy and emergency…

Ujifusa, Andrew

2012-01-01

472

Florida's College Placement Test reading scores as an essential indicator for successful completion of the highest college preparatory course in reading  

Microsoft Academic Search

The purpose of this study was to examine the predictive validity of several variables to determine if the Florida Computerized Placement Test - Reading (CPT-R) score alone, or other variables, could determine whether or not a student would successfully pass the highest level college preparatory reading course. The study examined fall sessions 1997-2004 (n=276,079) reading scores for all forms of

Laura Dandar Smith

2007-01-01

473

Comparison and clinical applicability of auditory comprehension scores on the behavioral Neurology deficit evaluation, boston diagnostic aphasia examination, porch index of communicative ability and token test  

Microsoft Academic Search

The assessment of auditory comprehension is of major importance in the diagnostic, prognostic, and therapeutic evaluation of patients with aphasia. Several tests developed at institutions with differing theoretical orientations have been in common use for many years. Auditory comprehension scores on the Boston Diagnostic Aphasia Examination, Porch Index of Communicative Ability and Token Test were obtained from a series of

Gerald K. Morley; Sandra Lundgren; James Haxby

1979-01-01

474

GUIDCOUN: A Comprehensive FORTRAN IV Computer Program for Generating Item and Test Analyses as Well as a Complete Standard Scores Distribution  

ERIC Educational Resources Information Center

A computer program providing comprehensive test and item analysis is presented. Completing its performance on one run, the program, written in Fortran and emphasizing ease of use, integrates various statistical techniques for analyzing individual items and the overall test, in addition to generating a variety of standard scores. (Author/JKS)

Noble, Gilbert H.

1977-01-01

475

How Performance Information Affects Human-Capital Investment Decisions: The Impact of Test-Score Labels on Educational Outcomes. NBER Working Paper No. 17120  

ERIC Educational Resources Information Center

|Students receive abundant information about their educational performance, but how this information affects future educational-investment decisions is not well understood. Increasingly common sources of information are state-mandated standardized tests. On these tests, students receive a score and a label that summarizes their performance. Using…

Papay, John P.; Murnane, Richard J.; Willett, John B.

2011-01-01

476

The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results. NBER Working Paper No. 17960  

ERIC Educational Resources Information Center

|Although both economists and psychometricians typically treat them as interval scales, test scores are reported using ordinal scales. Using the Early Childhood Longitudinal Study and the Children of the National Longitudinal Survey, we examine the effect of order-preserving scale transformations on the evolution of the black-white reading test

Bond, Timothy N.; Lang, Kevin

2012-01-01

477

What "No Child Left Behind" Leaves behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades  

ERIC Educational Resources Information Center

|The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In…

Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli

2012-01-01

478

Gender Differences among Self-Assessments, Teacher Ratings, Grades, and Aptitude Test Scores for a Sample of Students Attending Rural Secondary Schools.  

ERIC Educational Resources Information Center

|Gender differences in self-assessments, teacher ratings, and grades were examined for 124 female and 98 male rural high school students in the prediction of verbal reasoning and numerical ability test scores. Despite some gender differences, results support using teacher assessment and student self-assessment in predicting test performance. (SLD)|

Wright, Claudia R.; Houck, Jean Wilson

1995-01-01

479

GUIDCOUN: A Comprehensive FORTRAN IV Computer Program for Generating Item and Test Analyses as Well as a Complete Standard Scores Distribution  

ERIC Educational Resources Information Center

|A computer program providing comprehensive test and item analysis is presented. Completing its performance on one run, the program, written in Fortran and emphasizing ease of use, integrates various statistical techniques for analyzing individual items and the overall test, in addition to generating a variety of standard scores. (Author/JKS)|

Noble, Gilbert H.

1977-01-01

480

Test Score Equating Using a Mini-Version Anchor and a Midi Anchor: A Case Study Using SAT[R] Data  

ERIC Educational Resources Information Center

|This study explores an anchor that is different from the traditional miniature anchor in test score equating. In contrast to a traditional "mini" anchor that has the same spread of item difficulties as the tests to be equated, the studied anchor, referred to as a "midi" anchor (Sinharay & Holland), has a smaller spread of item difficulties than…

Liu, Jinghua; Sinharay, Sandip; Holland, Paul W.; Curley, Edward; Feigenbaum, Miriam

2011-01-01

481

Assessment accommodations on tests of academic achievement for students who are deaf or hard of hearing: a qualitative meta-analysis of the research literature.  

PubMed

The authors conducted a qualitative meta-analysis of the research on assessment accommodations for students who are deaf or hard of hearing. There were 16 identified studies that analyzed the impact of factors related to student performance on academic assessments across different educational settings, content areas, and types of assessment accommodations. The meta-analysis found that the results of analyses of group effects of accommodated versus unaccommodated test formats are often not significant, test-level factors exist that can affect how students perceive the assessments, and differences exist in how test items function across different conditions. Student-level factors, including educational context and academic proficiency, influence accommodations' role in assessment processes. The results of this analysis highlight the complexity of and intersections between student-level factors, test-level factors, and larger policy contexts. Findings are discussed within the context of larger changes in academic assessment, including computer-based administration and high-stakes testing. PMID:24133960

Cawthon, Stephanie; Leppo, Rachel

2013-01-01

482

lDDT: a local superposition-free score for comparing protein structures and models using distance difference tests  

PubMed Central

Motivation: The assessment of protein structure prediction techniques requires objective criteria to measure the similarity between a computational model and the experimentally determined reference structure. Conventional similarity measures based on a global superposition of carbon ? atoms are strongly influenced by domain motions and do not assess the accuracy of local atomic details in the model. Results: The Local Distance Difference Test (lDDT) is a superposition-free score that evaluates local distance differences of all atoms in a model, including validation of stereochemical plausibility. The reference can be a single structure, or an ensemble of equivalent structures. We demonstrate that lDDT is well suited to assess local model quality, even in the presence of domain movements, while maintaining good correlation with global measures. These properties make lDDT a robust tool for the automated assessment of structure prediction servers without manual intervention. Availability and implementation: Source code, binaries for Linux and MacOSX, and an interactive web server are available at http://swissmodel.expasy.org/lddt Contact: torsten.schwede@unibas.ch Supplementary information: Supplementary data are available at Bioinformatics online.

Mariani, Valerio; Biasini, Marco; Barbato, Alessandro; Schwede, Torsten

2013-01-01

483

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents  

PubMed Central

Background Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. Methods The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. Results In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. Conclusions The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students.

2011-01-01

484

Academic and educational outcomes of children with ADHD.  

PubMed

Attention-deficit/hyperactivity disorder (ADHD) is associated with poor grades, poor reading and math standardized test scores, and increased grade retention. ADHD is also associated with increased use of school-based services, increased rates of detention and expulsion, and ultimately with relatively low rates of high school graduation and postsecondary education. Children in community samples who show symptoms of inattention, hyperactivity, and impulsivity with or without formal diagnoses of ADHD also show poor academic and educational outcomes. Pharmacologic treatment and behavior management are associated with reduction of the core symptoms of ADHD and increased academic productivity, but not with improved standardized test scores or ultimate educational attainment. Future research must use conceptually based outcome measures in prospective, longitudinal, and community-based studies to determine which pharmacologic, behavioral, and educational interventions can improve academic and educational outcomes of children with ADHD. PMID:17569716

Loe, Irene M; Feldman, Heidi M

2007-06-14

485

Testing informant discrepancies as predictors of early adolescent psychopathology: why difference scores cannot tell you what you want to know and how polynomial regression may.  

PubMed

Multiple informants commonly disagree when reporting child and family behavior. In many studies of informant discrepancies, researchers take the difference between two informants' reports and seek to examine the link between this difference score and external constructs (e.g., child maladjustment). In this paper, we review two reasons why difference scores cannot serve as unambiguous predictors of outcomes. Further, we use polynomial regression analyses to both test the validity of difference scores and provide a more direct test of the hypothesis that discrepancies in parent and child reports predict child psychopathology. Data from 218 parent-adolescent dyads (M adolescent age?=?11.5 years, 51 % female; 49 % European American, 47 % African American) were used to predict adolescent-reported antisocial behavior and depression from parent and adolescent reports of parent-adolescent conflict, parental knowledge, parental acceptance, adolescent rule-breaking behavior, and adolescent pubertal development. Results demonstrate that analyses using difference scores do not provide valid tests of the utility of informant discrepancies in predicting adolescent psychosocial maladjustment. However, interaction terms in polynomial regression analyses provide evidence that informant discrepancies predict child psychopathology. Parent-adolescent informant discrepancies predict adolescent psychopathology but researchers should avoid using difference scores to measure informant discrepancies. Polynomial regression analyses provide more comprehensive and accurate tests of whether informant discrepancies predict child and adolescent psychopathology. PMID:22773360

Laird, Robert D; De Los Reyes, Andres

2013-01-01

486

Factors contributing to inappropriate ordering of tests in an academic medical department and the effect of an educational feedback strategy  

PubMed Central

Aims To identify factors contributing to laboratory overutilisation in an academic medical department, and to assess the effect of an educational feedback strategy on inappropriate test?ordering behaviour. Methods The records of 426 patients admitted during a 6?month period were reviewed. The usefulness of 25 investigations (haematology, basic biochemistry and arterial blood gases) was assessed according to implicit criteria. Trainees' acquaintance with investigation costs was assessed via a multiple?choice questionnaire. The medical staff was informed about their test?ordering behaviour, cost awareness and the factors associated with overuse of diagnostic tests. The test?ordering behaviour of the same doctors was reassessed on 214 patients managed during 6?months after the intervention. Results Overall, 24?482 laboratory tests were ordered before the intervention (mean 2.96 tests/patient/day). Among those, 67.9% were not considered to have contributed towards management of patients (mean avoidable 2.01 tests/patient/day). Patient age ?65?years, hospitalisation beyond 7?days and increased case difficulty (death or inability to establish a diagnosis) were factors independently associated with overuse of laboratory tests. Senior trainees ordered more laboratory examinations, but the percentage of avoidable tests requested by junior trainees was higher. A moderate and disparate level of trainees' awareness about the cost of common laboratory examinations was disclosed. The avoidable tests/patient/day were significantly decreased after the intervention (mean 1.58, p?=?0.002), but containment of unnecessary ordering of tests gradually waned during the semester after the intervention. Conclusion Repeated audit, continuous education and alertness of doctors, on the basis of assessment of factors contributing to laboratory overutilisation, result in restraining the redundant ordering of tests in the hospital setting.

Miyakis, Spiros; Karamanof, Georgios; Liontos, Michalis; Mountokalakis, Theodore D

2006-01-01

487

Peripheral laterality, field independence, and academic achievement: A reexamination of their interrelationship  

Microsoft Academic Search

The interrelationship between peripheral laterality, field independence?dependence (FID), and academic achievement was studied in a sample of 58 third graders. The students were administered the D?K Scale of Lateral Dominance and the Children's Embedded Figures Test. Scores on these two tests were related to existing educational test data, namely, to scores on the Otis?Lennon IQ scale (administered to these students

Michael J. Roszkowski; Glenn E. Snelbecker

1987-01-01

488

Score 2009  

Cancer.gov

Objectives/Purpose: The SCORE 2009 workshop has been conducted annually for the past eight years. This workshop brings together key program personnel and site coordinators, research nurses, data managers, and quality assurance officers from institutions

489

Scoring systems  

Microsoft Academic Search

Severity of illness scoring systems are helpful for defining populations of critically ill patients because they facilitate,\\u000a for example, comparison of different groups of patients enrolled in clinical trials. Such scoring systems may also guide more\\u000a effective allocation of resources, such as nursing and ancillary care and help in assessing the quality of care in the intensive\\u000a care unit (ICU)

John Kress

490

Academic Blogging: Academic Practice and Academic Identity  

ERIC Educational Resources Information Center

|This paper describes a small-scale study which investigates the role of blogging in professional academic practice in higher education. It draws on interviews with a sample of academics (scholars, researchers and teachers) who have blogs and on the author's own reflections on blogging to investigate the function of blogging in academic practice…

Kirkup, Gill

2010-01-01

491

Using School Scholarships to Estimate the Effect of Private Education on the Academic Achievement of Low Income Students in Chile  

ERIC Educational Resources Information Center

|This paper estimates the impact of private education on the academic achievement of low-income students in Chile. To deal with selection bias, we use propensity score matching to compare the test scores of reduced-fee paying, low-income students in private voucher schools to those of similar students in public schools and free private voucher…

Anand, Priyanka; Mizala, Alejandra; Repetto, Andrea

2008-01-01

492

Power and robustness of a score test for linkage analysis of quantitative traits using identity by descent data on sib pairs.  

PubMed

Identification of genes involved in complex traits by traditional (lod score) linkage analysis is difficult due to many complicating factors. An unfortunate drawback of non-parametric procedures in general, though, is their low power to detect genetic effects. Recently, Dudoit and Speed [2000] proposed using a (likelihood-based) score test for detecting linkage with IBD data on sib pairs. This method uses the likelihood for theta, the recombination fraction between a trait locus and a marker locus, conditional on the phenotypes of the two sibs to test the null hypothesis of no linkage (theta = (1/2)). Although a genetic model must be specified, the approach offers several advantages. This paper presents results of simulation studies characterizing the power and robustness properties of this score test for linkage, and compares the power of the test to the Haseman-Elston and modified Haseman-Elston tests. The score test is seen to have impressively high power across a broad range of true and assumed models, particularly under multiple ascertainment. Assuming an additive model with a moderate allele frequency, in the range of p = 0.2 to 0.5, along with heritability H = 0.3 and a moderate residual correlation rho = 0.2 resulted in a very good overall performance across a wide range of trait-generating models. Generally, our results indicate that this score test for linkage offers a high degree of protection against wrong assumptions due to its strong robustness when used with the recommended additive model. PMID:11319783

Goldstein, D R; Dudoit, S; Speed, T P

2001-05-01

493

Differential subtest scores on the Rivermead Behavioural Memory Test (RBMT) in an elderly population with diagnosis of vascular or nonvascular dementia.  

PubMed

A retrospective analysis of subtest scores on the Rivermead Behavioural Memory Test (RBMT), a test of day-to-day memory, was completed for a clinical sample of older people. The aim was to determine whether profile and screening scores discriminated between cases classified as vascular dementia (VAD) or nonvascular dementia (NVG). Diagnosis was made on the basis of CT scan, neuropsychological assessment, and Diagnostic and Statistical Manual of Mental Disorders (3rd ed., rev.; American Psychiatric Association, 1987) criteria for dementia. The sample comprised 74 cases with a mean age of 74: 77 years (range = 60-89). A nonparametric statistical analysis indicated significant differences between the VAD and the NVG on bath the profile and screening scores and on 5 of the 12 RBMT subtests. Discriminant analysis indicated that a combination of four subtests resulted in an error rate of 3% in classifying cases as VAD or NVG in this sample. Areas for further investigation are outlined. PMID:16318455

Glass, J N

1998-01-01

494

Watching for Washback: Observing the Influence of the International English Language Testing System Academic Writing Test in the Classroom  

ERIC Educational Resources Information Center

|Previous studies of washback (the influence of a test on teaching and learning) have provided insights into the complexity of educational systems and test use, especially in relation to the role of the teacher, but have given insufficient attention to the relationship between observed practices and test design features. In this article a washback…

Green, Anthony

2006-01-01

495

Is There a Relationship between Physical Fitness and Academic Achievement? Positive Results from Public School Children in the Northeastern United States  

ERIC Educational Resources Information Center

|Objectives: To determine relationships between physical fitness and academic achievement in diverse, urban public school children. Methods: This cross-sectional study used public school data from 2004 to 2005. Academic achievement was assessed as a passing score on Massachusetts Comprehensive Assessment System (MCAS) achievement tests in…

Chomitz, Virginia R.; Slining, Meghan M.; McGowan, Robert J.; Mitchell, Suzanne E.; Dawson, Glen F.; Hacker, Karen A.

2009-01-01

496

Choosing among Tucker or Chained Linear Equating in Two Testing Situations: Rater Comparability Scoring and Randomly Equivalent Groups with an Anchor  

ERIC Educational Resources Information Center

|Tucker and chained linear equatings were evaluated in two testing scenarios. In Scenario 1, referred to as rater comparability scoring and equating, the anchor-to-total correlation is often very high for the new form but moderate for the reference form. This may adversely affect the results of Tucker equating, especially if the new and reference…

Puhan, Gautam

2012-01-01

497

A Cross-Validation of easyCBM Mathematics Cut Scores in Washington State: 2009-2010 Test. Technical Report #1105  

ERIC Educational Resources Information Center

In this technical report, we document the results of a cross-validation study designed to identify optimal cut-scores for the use of the easyCBM[R] mathematics test in the state of Washington. A large sample, randomly split into two groups of roughly equal size, was used for this study. Students' performance classification on the Washington state…

Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

2011-01-01

498

Cognitive Disparities, Lead Plumbing, and Water Chemistry: Intelligence Test Scores and Exposure to Water-Borne Lead Among World War Two U.S. Army Enlistees  

Microsoft Academic Search

Assessing the impact of lead exposure is difficult if individuals select on the basis of their characteristics into environments with different exposure levels. We address this issue with data from when the dangers of lead exposure were still largely unknown, using new evidence on intelligence test scores for male World War Two U.S. Army enlistees linked to the households where

Joseph P. Ferrie; Karen Rolf; Werner Troesken

2011-01-01

499

Test-Retest and Inter-Analyst Reliability of the Automated Readability Index, Flesch Reading Ease Score, and the Fog Count  

Microsoft Academic Search

Using six analysts, test-retest and inter-analyst reliabilities were determined for the Automated Readability Index (ARI), the Flesch Reading Ease Score, and the Fog Count. All coefficients, with the exception of one Flesch measure, were above .94.Analysis of variance applied to measured working times indicated that the Flesch takes significantly longer to use than the ARI and Fog.

Georgelle Thomas; R. Derald Hartley; J. Peter Kincaid

1975-01-01

500

What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement  

NASA Astrophysics Data System (ADS)

Based on studies carried out on qualitative data an instrument was constructed for investigating how larger numbers of students handle graphics. This test, consisting of 18 pages, each with its own graphic display(s) and a set of tasks, was distributed to 363 students, 15-16 years of age, from five different schools. The format of the questions varied, as did the format of the graphics. As students' performance was expected to be multidimensional, confirmatory factor analysis was carried out with a structural equation modeling technique. In addition to the identification of a general graphicacy-test factor (Gen) and an end-of-test effect (End), a narrative dimension (Narr) was vaguely indicated. This model was then related to a six-factor model of students' formal academic achievement measured by their leaving certificates from compulsory education. The strongest correlation obtained was between the general graphicacy-test dimension (Gen) and a mathematic/science factor (MathSc) in the grades model. In addition, substantial relationships were detected between the Gen factor and both an overall school achievement factor (SchAch) and a language factor (Lang) in the grades model.

Åberg-Bengtsson, Lisbeth; Ottosson, Torgny

2006-01-01