Measurement and Evaluation in Counseling and Development

Published by SAGE Publications
Online ISSN: 0748-1756
Publications
Pattern Matrix Factor Loadings From Principal Factors Exploratory Factor Analysis (Promax Rotation) 
Estimated Daily Heterosexist Experiences Questionnaire Subscale Means (and 95% Confidence Intervals) by Gender and Sexual Identity, Adjusted for Age and Education (n = 715) 
Article
The authors conducted a three-phase, mixed-methods study to develop a self-report measure assessing the unique aspects of minority stress for lesbian, gay, bisexual, and transgender adults. The Daily Heterosexist Experiences Questionnaire has 50 items and nine subscales with acceptable internal reliability, and construct and concurrent validity. Mean sexual orientation and gender differences were found.
 
Article
This study assessed the score reliability of the Drinking Motives Questionnaire-Revised (DMQ-R) via generalizability theory. Participants (n = 367 college students) completed the DMQ-R at three time points. Across subscale scores, persons, persons × occasions, and persons × items interactions accounted for meaningful variance. Findings illustrate advantages of generalizability theory-based techniques.
 
Article
Discusses counselors' use of standardized tests (STs) using the metaphor of a marriage between STs and counselors (L. Goldman, 1972). Counselors were not using STs well because (1) STs were very limited in what they had to say to clients and (2) most counselors lacked the necessary competencies to use STs well and did not like them because they too often dominated the college admissions scene and were given too much attention in counselor education programs. The main problem with tests was that they had been developed in the 1st place for selection purposes, and that the typical level of predictive validity that made tests useful for selecting college students or employees had a very different meaning and value when used in counseling. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Two independent samples of data using the Gender Role Conflict Scale (GRCS) were combined to create the cross-validation sample. Ss were 655 males who completed the GRCS. Results indicate additional support for the internal consistency reliability of the GRCS and tentative support for its factorial validity. Although the goodness of fit indices calculated on the current sample fall short of the recommended cutoffs, they do represent improvements over the G. E. Good et al confirmatory factor analysis results and, in conjunction with prior psychometric data on the scale, support the continued psychometric development and refinement of the GRCS as a measure of male gender role conflict. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Investigated whether specific background and academic variables could serve to predict math anxiety as defined by an abbreviated form of the Mathematics Anxiety Rating Scale (MARS). Results of a 69-item abbreviated version of the MARS administered to 517 college students resulted in an internally consistent and reliable 25-item scale. Examination of relationships between raw scores on the 25-item revised MARS and individual scales of the Fennema-Sherman Mathematics Attitude Scales (E. Fennema and J. Sherman; 1976) suggests that levels of math anxiety were related to Ss' perception of (1) mother, father, or teacher's perception of their abilities as learners of math and (2) the usefulness of math in pursuing career objectives. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Examined the reliability and validity of the Primary Prevention Awareness, Attitudes and Usage Scale, a 77-item measure of alcohol and drug usage. The measure was administered to students in 36 schools with a total enrollment of over 40,000 between 1981 and 1983. Analysis of the responses indicated that the measure is both valid and reliable. Recommended uses of the questionnaire results are discussed. (12 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
The authors examine the factor structure of the Academic Motivation Scale (R. J. Vallerand et al, 1992) with a United States student population. 263 undergraduate students (aged 19–45 yrs) participated. There was some support for a 7-factor structure. Evidence of construct validity examining the relationship with academic self-concept and academic achievement is mixed. Ethnic and gender differences in motivation are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
384 female and 278 male community college students completed reading, writing, and mathematics achievement tests, estimated their percentile scores on these tests, and completed My Vocational Situation (MVS). Vocational Identity (VCI) and other MVS scores did not correlate with Ss' awareness of academic ability or predict follow through on their enrollment plans. The VCI score also failed to relate to grade point average (GPA). MVS scores did relate to achievement test scores and estimates of those scores. Findings question the use of the current MVS or some of its items to prescribe or evaluate career interventions for community college students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Examines the current accountability movement, a new wave of school reform that emphasizes educational accountability (EA) at the federal, state, and local levels, in terms of its historical antecedents and federal- vs state-level initiatives and requirements. The assumptions underlying the EA movement are examined, and refinements and extensions are proposed to these assumptions based on observation, experience, and existing research. Conditions to be met so that mandated EA can provide a useful level for educational restructuring include that (1) EA systems must be outcome focused and based on a broadly defined set of indicators, (2) governmentally imposed goals or standards must be realistically attainable by every district or school to which they pertain, and (3) incentives and sanctions must be balanced so school districts are not humiliated or punished for their failed attempts. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Examined the validity and reliability of F. J. Mena et al's (see record 1988-32461-001) 24-item SAFE Acculturation Stress Scale using a heterogeneous group of 141 Hispanic college students. Ss also completed 3 open-ended questions on stress they had experienced in the US. Principal components analysis and the varimax rotation method yielded a 4-factor solution to SAFE scale. The factors were environmental, attitudinal, social, and familial. A multivariate analysis of variance (MANOVA) found no significant interactions between different levels of gender, generational status, and SES; however, there was a significant main effect for generation. Results suggest that the SAFE scale is a reliable and valid measure of the acculturation stress of Hispanic college students. The 4 factors appear to measure unique and integral aspects of acculturation stress. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
The structure and measurement of acculturation/enculturation was investigated on 2 Asian American samples. Factor analyses revealed similar 2-factor structures for both acculturation and enculturation. The factor-analytic-derived measure yielded scores with adequate reliability and marginal construct validity. Acculturation/enculturation differences by generation status, gender, and country region were also detected. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Reviews 16 studies pertaining to the conceptual basis and psychometric strengths and limitations of the Suinn-Lew Asian Self-Identity Acculturation Scale (SL-ASIA). Results suggest that the SL-ASIA has a satisfactory level of internal consistency for mainstream Asian American college-age groups. Support was found for construct validity. Specific recommendations for reliability and validity studies are put forth. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Describes the development of a questionnaire that measured behavioral and psychological acculturation, using the five value orientations of F. Kluckhohn and F. Strodtbeck (1973). Ss included 196 Anglo-Celtic Australians, a main sample of 187 Vietnamese, and a second sample of 147 Vietnamese. A weighted combination of scores regarding different value orientations provided good discrimination between the groups. In addition, this measure was correlated in the expected direction with various demographic variables (e.g., time spent living in the host society, occupational category, icnome). Most important, the psychological acculturation measure showed a degree of independence from behavioral acculturation, confirming the hypothesis that the two major dimensions of acculturation are distinguishable. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Explored how accurately college students recalled information from their Strong Interest Inventory (SII) profiles 1 yr after interpretation. This study is based on a sample of 87 Ss who reported recall of at least 1 of the telephone survey file items administered as a 1-yr follow-up to the SII profile. The major findings in this study include (1) a significant number of participants recalled at least 1 profile result from their SII 1 yr earlier, (2) accuracy of recall varied from 1 type of scale to another, and (3) the percentage of Ss who remembered something and then remembered it accurately was disproportionately small. The rate of recollection for each type of scale on the SII profile fell quite dramatically. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Examined 188 female and 172 male 6th–9th graders' attitudes toward standardized achievement tests; possible relationships between attitudinal item means and performance on the Stanford Achievement Test (STAT); and whether sex differences exist in attitudes and their relation to test performance. Attitudes toward achievement tests were measured with the Attitudinal Test, a 12-item measure developed for the present study. Results indicate a modest positive correlation ( r = .37) between student attitudes and STAT performance. Item analysis showed that females were more positive than males for every attitudinal item. There was a stronger relationship between attitudes and achievement for boys than for girls. Is is concluded that there is a need for intervention (e.g., test anxiety reduction activities) to improve attitudes toward standardized achievement tests. (12 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Addresses issues concerning the misapplication of standardized achievement testing of language-minority students. Testability is defined and described in reference to the likelihood of language-minority students meeting 5 test assumptions necessary for valid scores. Problems with limited English proficiency student exemptions based on language are highlighted. Three alternative performance standard-setting measures for classifying students into testable, marginally testable, and nontestable categories are reviewed. Strategies for enhancing the applicability of standardized achievement testing for limited English proficiency (LEP) students are offered. In conclusion, 6 factors are suggested for consideration in the establishment of guidelines for exempting LEP students from standardized achievement testing and in the development of special testing for this population. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
208 Black, White, and Hispanic 3rd and 5th graders served in a control group or received training in 4 test-wiseness strategies: following directions, using time, guessing, and answer changing. Data on the Stanford Achievement Test and the Comprehensive Tests of Basic Skills show a significant effect of training on mathematics achievement among 5th graders at both immediate and delayed posttesting. Contrary to expectations, no significant race × treatment interaction was found. (38 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
This article describes the validation and refinement of the short, 10-item version of the Attitudes Toward Seeking Professional Psychological Help (E. H. Fischer & J. L. Turner, 1970) scale using 2 separate samples. Confirmatory factor analyses results provided evidence of factorial invariance across both samples, thus supporting the cross-validation of a revised 9-item measure. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Compared paper-administered, computer-administered, and computerized adaptive testing (COAT) forms of school achievement and assessment tests (Study 1) and compared COAT aptitude test results with the individually administered Wechsler Intelligence Scale for Children—Revised (WISC—R) (Study 2). Study 1, with 350 3rd graders and 225 6th graders, showed that COAT required only 25% of the testing time required for the paper-administered tests, while the computer-administered tests required only 50–75% of the time required for the paper-administered tests. Study 2, with 72 6th and 7th graders, showed significant correlations between COAT and individually administered tests (i.e., the WISC—R). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Comments on M. H. McCaulley's article (see record 1990-16143-001) on the Myers-Briggs Type Indicator, highlighting differences between the Jungian and Myers-Briggs models. While preference for behavioral style is a key feature of the Myers-Briggs model, it is essentially absent from Jung's type psychology. Also, Jung considered conscious and unconscious responses to environmental stimuli in his model, while Myers and Briggs emphasized only conscious reactions. These differences suggest certain dangers and precautions in interpreting the Myers-Briggs instrument. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Responds to P. F. Merenda's (see record 1991-20231-001) comments on M. H. McCaulley's (see record 1990-16143-001) discussion of the Myers-Briggs Type Indicator (MBTI). The relationship between individuation and basic mental functions in Jung's model of psychological type and the use of Jung's ideas in developing the MBTI are discussed. While Jung's typology is a complex, dynamic theory related to individuation, it is argued that this aspect of Jung's work was not neglected in creating the MBTI. Furthermore, preferences for behavioral style do not form the cornerstone of the MBTI. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
This study obtained construct (factorial) validity, internal consistency reliability, and 1-yr criterion coefficients for scores from the College Attention-Deficit/Hyperactivity Disorder (ADHD) Response Evaluation (CARE), an evaluation tool examining ADHD behaviors as reported by college students (average age 19.2 yrs) and their parents. Self- and parent-report scales from the CARE were gathered at the beginning of the school year. The following summer, the university provided data with respect to students' end-of-year, freshman grade point average. The university also supplied Verbal and Quantitative scores from the SAT at the time of the students' admission. Among the CARE variables, parent ratings were better predictors of college achievement than student ratings. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Investigated the validity of S. Robbins and M. J. Patton's Superiority Scale (SS) and Goal Instability Scale (GIS) as predictors of adjustment to college life among freshman women. Data obtained from 178 Ss throughout their freshman year show that the SS was not a consistent predictor of adjustment; the GIS was a consistent, although limited, predictor of academic, personal, and institutional adjustment. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Identified examiner errors made by 26 master's level counselor education and rehabilitation counseling students in the administration and scoring of the Wechsler Intelligence Scale for Children—Revised (WISC—R). Students averaged slightly more than 11 errors per protocol. The most frequent errors occurred on the Vocabulary, Comprehension, and Similarities subtests. Errors were attributable to the paucity of explicit scoring criteria and examples in the test manual and to scorer carelessness. Five practice administrations were not sufficient to improve scoring accuracy, and 10 administrations improved accuracy only slightly. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Correlations Between the Factors of the Resilience Scale for Adolecents and Various Demographic and Personal Information (N = 421)
Article
In this study, the Resilience Scale for Adolescents (READ) was developed with confirmatory factor analysis and cross-validated factor model. The results show that the READ has sound psychometric qualities and that it measures all the central aspects of the psychological construct of resiliency. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Determined a factor structure of the Beck Depression Inventory (BDI) that could be generalized to the nonclinical adolescent population. Based on 3 independent samples of 647 high school students (aged 12–18 yrs), confirmatory and exploratory factor analyses were used to test and cross-validate the factor structure of the BDI. Also tested was the validity of the 2 models of depression derived from J. S. Tanaka and G. J. Huba's (see record 1984-16661-001) clinical data. Results indicate that the BDI, when used with normal adolescents, is most adequately defined by a 3-factor, hierarchical structure of depression. Except for weight loss, all factor loadings were significant. The Tanaka-Huba models were inferior in their ability to replicate across samples. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Administered the California Occupational Preference System (COPS) to 469 15–60 yr olds with intellectual, emotional, or physical handicaps who had applied to a vocational rehabilitation service. Findings indicate that Ss' vocational interests could be significantly differentiated and that the resulting dimensions (e.g., artistic, mechanical, scientific) paralleled those identified in previous studies. Results also support the use of the COPS for vocational rehabilitation counseling with handicapped adults. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Reviews the current literature on 10 measures of adult attachment (including a psychometric analysis). The theoretical foundations for these measures include J. Bolby's (e.g., 1969–1988) models of self and other, and M. D. S. Ainsworth's (e.g., 1978, 1979, 1989) descriptions of attachment bonds between child and primary caretaker, and object relations intrapsychic models of dependency or detachment. It is noted that the theoretical foundation specifying the relations between the measured variables and the underlying constructs must be considered, and the selected instrument should operationalize that model. Other considerations and recommendations for the selection and use of these attachment instruments are addressed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Evaluated the factor structure of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) criteria for attention-deficit/hyperactivity disorder (ADHD) in a sample of 1,503 college students. Results provide strong evidence for the factorial structure of the scores obtained form the DSM-IV criteria across gender. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Reexamines the Adult Career Concerns Inventory's (ACCI) factor structure using a larger sample and a better balance of demographic factors than a previous study (D. J. Mahoney, 1986). Ss, 457 full-time Australian workers (aged 17–70 yrs) completed the 60-item ACCI. A screen test on eigenvalues greater than 1 revealed a break in size of eigenvalues between the 4th and 5th factor, suggesting a 4-factor solution. The current 4-factor solution provides strong support for the factorial validity of the ACCI by showing its congruence with the 4 stages and 12 substages of career development hypothesized by D. E. Super (1957). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
The authors factor analyzed 4 self-report parental attachment (PA) inventories (the PBI, IPPA, PAQ, and CAS) designed for use with young adults to examine the construct validity of scores from these instruments and the overall factor structure of the attachment scales. The aim was to replicate the G. E. Heiss et al (1996) findings with a more specific focus on PA as opposed to general attachment style. The authors also evaluated whether factors derived from the 4 attachment measures were related to measures of emotional functioning, specifically, measures of confidence in coping with negative mood, awareness of one's own mood regulation strategies, and levels of perceived stress. Data were collected from 200 undergraduates (mean age 21.6 yrs; 60% female). The exploration of the relationships among the attachment measures showed several dimensions of attachment in young adults, including maternal attachment, paternal attachment, and parental overprotection. Preoccupation with one's parents was also assessed by 1 of the attachment measures and was reflected as a distinct dimension of attachment. The findings that these dimensions of PA were related to emotional functioning and levels of perceived stress provide evidence of the role of attachment in the well-being of young adults. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Extended the reliability of equivalence and stability of the Developing Understanding of Self and Others Affectivity Assessment Device (DUSO), which measures the objectives associated with 8 DUSO school-based guidance activities aimed at helping youngsters build self-esteem and respect for others. Ss were 358 rural 1st–4th graders. The correlations at all grade levels suggest that the DUSO has a degree of reliability. This study significantly expanded the sample size and the range of grades. At all grade levels and for both sexes, some children scored near the maximum. It must be remembered that this occurred without the DUSO guidance activities having been implemented. Therefore, it is important that the "ceiling" effect be considered by all counselors and teachers when using this instrument for program evaluation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
In this study the Strong Interest Inventory was administered to 570 6th-8th grade students (mean age 12.7 yrs) in an urban US middle school in order to measure their vocational interests. The major racial groups studied were African American, Hispanic, White, and Spanish primary language students. With the exception of Conventional theme, there were no significant differences on any of the General Occupational Themes between Hispanic, African American, and White students. Hispanic students did, however, express higher interests on the Conventional theme compared with White students. Comparisons among racial groups also indicated that Spanish primary language students expressed significantly higher interests on several of the General Occupational Themes when compared with Hispanic and White students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Evaluated the suitability of the Vocational Identity scale of the My Vocational Situation (MVS) assessment (J. L. Holland et al, 1980) for use with Black South-African students. Ss were 1,158 1st-yr students (aged 17–21 yrs and older) at a university in South Africa. The significant effects are those due to faculty and previous exposure to guidance. Students enrolled in career-oriented faculties who had a positive guidance experience had a higher sense of vocational identity than liberal arts students who reported negative guidance experiences. The results provided some normative data for the continued use of the MVS with Black South-African students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Examined the relationship of the Children of Alcoholics Screening Test (CAST) by J. W. Jones (1981) to a measure that specifically addresses the theory of intergenerational family systems. 167 adolescents and adults (aged 17–55 yrs) participated in the study; 121 Ss were adult children of alcoholics (ACOAs) and the remaining 46 were non-ACOAs. Ss completed the CAST and the Personal Authority in the Family System Questionnaire Version C (PAFS-QVC) by J. H. Bray and D. M. Harvey (1987). A significant correlation was seen between the CAST and subscales of the PAFS-QVC that measure triangulation, individuation, and personal authority. Results suggest that the shortened version of the CAST does measure the family disruption that accompanies alcoholism. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Describes the development of the Almost Perfect Scale-Revised (APS-R). Exploratory and confirmatory factor analyses and data exploring the reliability and construct validity of the subscales are provided. 809 college students (aged 17-43 yrs) participated. The results support the existence of 3 subscales with adequate internal consistencies and promising relationships with other relevant measures. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
The authors describe 2 studies on the development of the Dyadic Almost Perfect Scale (A. J. Shea & R. B. Slaney, 1999). In Study 1 (N = 389), confirmatory analyses validated the factor structure of the measure, and additional results supported the reliability and construct validity of the subscale scores. In Study 2 (N = 280), data again supported the reliability and construct validity of the subscale scores. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Provides a meta-analysis of 38 studies of J. E. Helms and R. T. Carter's (1990) White Racial Identity Attitude Scale (WRIAS). Systematic measurement errors are implicated as influences on the measure's reliability and validity. Results are consistent with those studies that have found researchers negligent in reporting sufficient psychometric information about scales. Less than half (39%) of the studies reported scale alphas and intercorrelations for all 5 WRIAS scales. Many (37%) of the researchers did not report any information concerning sample variability, and none used statistical tests to determine whether obtained (and presumably correlated) alphas differed significantly from one another within their own studies or relative to Helms and Carter's original alphas. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Investigated the validity of the Noncognitive Questionnaire (NCQ) by T. J. Tracey and W. E. Sedlacek (1984) and the Scholastic Assessment Test (SAT) as predictors of grades and retention of Asian-American university students. The NCQ was administered to a random sample of entering freshmen at a large, predominantly White, northeastern university between 1979 and 1988. Ss were 431 Asian-American students (aged 16–20 yrs) who made up approximately 9% of the total number of freshmen. Mastery of verbal skills and basic mathematical principles in the SAT were seen as important factors in the students' success. Noncognitive correlates of college success were positive self-confidence and confidence in the ability to negotiate the social demands of college. Demonstrated community service was seen as a consistent predictor of students' grades. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Scree Plot for the Attributional Style Questionnaire Negative Events (18 Items) With Central American Respondents (N = 89) and Longman, Cota, Holden, and Fekken's (1989) Upper 95th Percentiles  
Central Americans' Negative-Event Attributional Style Questionnaire Score Means, Standard Deviations, Intercorrelations, and Internal Reliabilities Compared With Score Reliabilities in the Literature 
Article
The Attributional Style Questionnaire (ASQ; C. Peterson et al, 1982) has been the subject of some debate challenging its usefulness in research. This study examines the ASQ component structure for Central American immigrants to the United States. Research and cultural implications are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Subjected the Mathematics Anxiety Scale (MAS) to exploratory factor analysis. Ss included 1,047 undergraduates, high school students, and middle school students (585 girls, 462 boys). Results demonstrate that the MAS provides a reliable assessment of mathematics anxiety, particularly among older students. Two related factors underlay the scale. One reflects a general sense of worry about mathematics problems, tests, and courses. The 2nd reflects more negative feelings and emotional reactions toward mathematics. Each factor correlated significantly with math-related constructs such as math self-concept and math self-efficacy as well as with mathematics problem solving. Factor structures were similar for male and female students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Investigated the relationships among G. Hackett's (see record 1985-15837-001) suggested variables of mathematics and career self-efficacy, perceived external support, math background, math anxiety, and math performance among 290 undergraduates selecting math-based college majors. Instruments included the Fennema-Sherman Mathematics Anxiety Scale, the ACT Mathematics Academic Tests, and the Missouri Mathematics Placement Test. Results reveal that perceived support from parents and teachers had a positive but weak relationship with the math self-efficacy measures. This perceived level of external support was high with most Ss seeing their parents and teachers as either completely supportive of choice or supportive with some reservations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
The Mathematics Anxiety Scale for Children (MASC), a measure based on a shortened version of the Mathematics Anxiety Rating Scale, was developed and administered to 562 children in Grades 4–8. Varimax rotation identified 4 factors that accounted for 56% of the variance in scores. These factors involved math evaluation, learning, problem solving, and teacher anxiety. The MASC showed good internal consistency. Evidence for its construct validity included significant relationships with math grades, test anxiety, achievement motivation, and academic ability. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Summary of the Characteristics of Fit Indices Related to Their Use in Confirmatory Factor Analysis 
Suggestions Regarding Goodness-of-Fit Assessment for Different Purposes in Confirmatory Factor Analysis (CFA) 
Article
The author identifies 3 main purposes of conducting confirmatory factor analysis (CFA), and their different requirements on goodness-of-fit assessment. For a better understanding of fit indices, he proposes a hierarchical classification scheme based on J. S. Tanaka's (1993) multifaceted conceptions and discusses how to assess goodness of fit for different purposes in CFA. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
To assess the construct validity of the Vocational Identity (VI) scale of My Vocational Situation questionnaire by J. L. Holland et al (1980), 3 personality and 4 vocational measures were administered to 86 White college students and were correlated to the VI scale. Results provide evidence of both convergent and discriminant validity for the VI scale. Specific findings indicate that (1) VI is negatively related to social anxiety and intolerance of ambiguity; (2) Ss with a strong VI possess a high level of career maturity and prefer to use a rational decision-making style; (3) Ss whose vocational interests are of the investigative type tend to develop a strong VI; and (4) Ss with a well-differentiated VI are more likely to endorse the values of using special abilities, being creative and original, and exercising leadership in a job. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Precision and generalizability for relative and absolute change scores were estimated by means of error/tolerance ratios and generalizability coefficients for 51 patients receiving 1 year of psychodynamic psychotherapy. These estimations involved 6 scale indicators and 3 raters. Practical suggestions are offered for the number of raters needed to obtain acceptable psychometric properties. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Studied problem-solving skills training among 9th-grade students in a large midwestern high school aimed at reducing behavior problems. The study was planned for 94 Ss and 94 controls, and anger expression was chosen as the training topic. The Ss were divided into 3 groups and received individual, small-group, and classroom training. Problem-solving effectiveness was tested before and after the program by the Adolescent Problem Inventory for Boys (B. J. Freedman et al, 1978) and the Problem Inventory for Adolescent Girls (L. Rosenthal, 1978, unpublished dissertation). Anger was assessed by the State-Trait Anger Expression Inventory (C. D. Spielberger, 1988). None of the test variables changed significantly as a result of the program. Possible reasons for these results included noncompliant students, teacher antagonism, and nonrandom student assignments. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Presents a compilation of standards relevant to multicultural populations drawn from source documents of the American Counseling Association (ACA). 39 standards were identified in the 5 source documents. These standards are divided into 4 groups by assessment tasks: (1) content considerations in the selection of assessment instruments (AIs), (2) norming, reliability, and validity considerations in the selection of AIs, (3) administration and scoring of AIs, and (4) use/interpretation of assessment results. The source documents are the Code of Fair Testing Practices in Education, the Ethical Standards of the ACA, "Multicultural Counseling Competencies and Standards," Responsibilities of Users of Standardized Tests, and Standards for Educational and Psychological Testing. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Discusses the special issue on the use of technology in the assessment of education. Two forces important to assessment have been converging to create a significant revolution in education. The first is high-stakes testing and the accompanying reform movement, and the second is the continually increased presence and capability of information and communication technology (ICT). The article provides a snapshot of the cutting-edge research now taking place in a field that is certain to expand greatly over the next decade as technology continues to expand boundaries in both the educational and counseling areas. It points out that more research needs to be done to identify how ICT can best be used for the enhancement of assessment as one element of instructional improvement and system accountability. Who benefits from these assessments and under what conditions? How can technology help improve the scoring process and interpretive feedback of the results to test takers and stakeholders? How can assessment be delivered using different technological alternatives? How can technology best be used to assess higher order skills? How will computer games and simulations influence assessment? What do we need to anticipate for the future? What issues of fairness, such as equality of access, are encountered with technology in assessment and instruction? These and other issues are being probed and examined by researchers and practitioners in the field. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Article
Examines the efforts of the National Assessment Governing Board in setting policy for the National Assessment of Educational Progress (NAEP) program. The Board has a statutory requirement to identify appropriate achievement goals for each grade in each subject area to be tested. Basic assumptions underlying the setting of performance standards on the NAEP are discussed. Additional topics covered include the selection of judges for standard-setting, standard-setting methodology for the NAEP, and measurement issues in setting standards. It is best to invest substantial time in planning and pilot-testing prior to initiating a standard-setting procedure. Areas of concern include the demographic characteristics of the panel and the judge selection process. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
 
Top-cited authors
Robert B Slaney
  • Pennsylvania State University
Robin Henson
  • University of North Texas
Jonathan Joseph Mohr
  • University of Maryland, College Park
Dimiter Dimitrov
  • George Mason University
Michael Mobley
  • Winston-Salem State University