Thesis (M Sport Sc (Sport Science))--Stellenbosch University, 2005. / Talent identification has been defined as the process by which children are measured on a number of physical and performance variables that are perceived to be a requisite for success within a given sport (Abbott & Collins, 2002:158). One important element in talent identification testing is the capacity to interpret scores. This requires the development of relevant norms for the populations groups who will be involved. The purpose of this study was to generate norms for the interpretation of scores earned by children with disabilities on a basic talent identification screening test battery. The study was focused only on children with intellectual impairments, children with hearing impairments and children with visual impairments. The Talent Search test battery as prescribed by DISSA (Disability Sport South Africa, 2002) found in their screening manual for basic sporting ability of persons with disabilities was used to assess subjects on performance variables. This included body height, sitting height, arm span, body mass, eye-hand coordination, sound localization and eye- hand coordination (for the those with VI), upper body power, leg power, agility, running speed and aerobic fitness (cardiovascular endurance). The group of 140 subjects included 49 children with intellectual impairments (N=27 males and N=22 females), 58 children with hearing impairments (N=35 males and N=23 females) and 33 children with a visual impairment of which 11 (N=7 males and N=4 females) needed to run with a guide and 22 (N=17 males and N=5 females) where independent runners. The descriptive data was processed to produce percentile tables. One problem area was found with testing the eye-hand coordination of children with intellectual impairment, where more than 50% of the children were not able to obtain a score at all. It was also found that some children with hearing impairments had slow running times for the agility run test item, which led to the conclusion that vestibular etiology must be identified prior to the interpretation of test scores.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: This study stems from the concern about the over-reliance on and limitations of using isolated psychometric measures in psycho-educational assessments. Despite claims in literature that dynamic assessment is a valuable tool in linking assessment and intervention, many proponents of dynamic assessment (for instance Bosma & Resing, 2008; Woods & Farrell, 2006; Elliot, 2003; Tzuriel, 2001; Lidz & Elliot, 2000) have found that it has not been fully incorporated into educational psychologists‘ assessment practices. The present study aimed to explore educational psychologists‘ views on the relevance and challenges of practising dynamic assessment in the changing context of educational psychology practices in South Africa, particularly assessment practices. It reports on the value, relevance and potential of dynamic assessment for educational psychologists, but also sheds light on the factors and challenges that hamper its implementation in practice. The researcher utilised a basic qualitative, interpretive research design. Twelve educational psychologists either in private practice or in state education services who had knowledge of dynamic assessment were selected by means of criterion-purposive sampling to participate in the study. Data were collected by means of an extensive literature review and semi-structured interviews, and analyzed using a synthesis of content and interpretive analysis. The findings suggest that educational psychologists in South Africa found dynamic assessment to be relevant to their practices. Participants report that it yields valuable information about learning (on cognitive, affective and behavioural levels) and that it is especially useful for assessing learners from diverse backgrounds for whom no standardized tests exist. However, they experienced some obstacles in implementing dynamic assessment. These were related to insufficient training, too few experts to assist with supervision, expertise residing in too few retired or nearly retired persons, as well as the perceived labour-intensive and time-consuming nature of dynamic assessment. Therefore, recommendations for theory and further research indicate that more research (especially with regard to training presented at tertiary institutions) is needed to boost its momentum and ensure its further development. Recommendations for practice focus on raising educational psychologists‘ awareness of dynamic assessment, increasing the availability of courses, as well as interested professionals‘ access to training. Keywords: Dynamic assessment; educational psychology; assessment in South Africa / AFRIKAANSE OPSOMMING: Hierdie studie spruit voort uit kommer oor die oormatige vertroue op en beperkings van die gebruik van geïsoleerde psigometriese maatreëls in psigo-opvoedkundige assesserings. Ongeag aansprake in die literatuur dat dinamiese assessering 'n waardevolle instrument is om assessering en intervensie te verbind, het baie voorstanders van dinamiese assessering (byvoorbeeld Bosma & Resing, 2008; Woods & Farrell, 2006; Elliot, 2003; Tzuriel, 2001; Lidz & Elliot, 2000) bevind dat dit nog nie volledig in die assesseringspraktyke van opvoedkundige sielkundiges geïnkorporeer is nie. Die doel van die onderhawige studie was om opvoedkundige sielkundiges se sieninge oor die relevansie en uitdagings van die praktisering van dinamiese assessering in die veranderende konteks van opvoedkundige sielkundige praktyke in Suid-Afrika, in besonder assesseringspraktyke, te verken. Dit doen verslag oor die waarde, relevansie en potensiaal van dinamiese assessering vir opvoedkundige sielkundiges, maar werp ook lig op die faktore en uitdagings wat die implementering daarvan in die praktyk bemoeilik. Die navorser het 'n basiese kwalitatiewe, interpretatiewe navorsingsontwerp gebruik. Twaalf opvoedkundige sielkundiges in privaatpraktyk of in staatsopvoedkundige dienste wat kennis van dinamiese assessering gehad het, is deur middel van kriteriagerigte steekproefneming geselekteer om aan die studie deel te neem. Data is deur middel van 'n uitgebreide literêre oorsig en semi-gestruktureerde onderhoude versamel en geanaliseer deur 'n sintese van inhoud- en interpretatiewe analise te gebruik. Die bevindings dui daarop dat opvoedkundige sielkundiges in Suid-Afrika dinamiese assessering relevant vir hulle praktyke vind. Deelnemers rapporteer dat dit waardevolle inligting oor leer (op kognitiewe, affektiewe en gedragsvlakke) daarstel en dat dit veral nuttig is vir die assessering van leerders uit uiteenlopende agtergronde vir wie geen gestandaardiseerde toetse bestaan nie. Hulle het egter 'n paar hindernisse ervaar in die implementering van dinamiese assessering. Dit was verwant aan onvoldoende opleiding, te min kundiges om met toesig behulpsaam te wees, kundigheid wat in te min afgetrede en byna afgetrede persone setel, asook die waargenome arbeidsintensiewe en tydrowende aard van dinamiese assessering. Aanbevelings vir teorie en verdere navorsing dui daarop dat meer navorsing (veral ten opsigte van opleiding wat by tersiêre inrigtings aangebied word) benodig word om die momentum daarvan 'n hupstoot te gee en die verdere ontwikkeling daarvan te verseker. Aanbevelings vir die praktyk fokus op die bevordering van opvoedkundige sielkundiges se bewustheid van dinamiese assessering, die verhoging van die beskikbaarheid van kursusse asook toegang van geïnteresseerde professionele lui tot opleiding.

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

The purpose of this study was to compare and analyze test scores on the Woodcock-Johnson Psycho-Educational Battery (Battery) and the Wechsler Intelligence Scale for Children -- Revised (WISC-R) for a sample of subjects classified as learning disabled and a sample of subjects classified as gifted and talented. Subjects were randomly selected and included 51 school-identified learning disabled students and 46 school-identified gifted and talented students. All subjects were administered the Woodcock-Johnson Tests of Cognitive Ability (WJTCA), the Woodcock-Johnson Tests of Achievement (WJTA) and the WISC-R. The specific areas of investigation for each sample included: (a) performance on the Achievement-Aptitude Profile of the Battery, (b) comparability of full scale scores, (c) performance on the Cognitive clusters of the Battery, (d) performance on the Achievement clusters of the Battery, and (e) the magnitude of Verbal-Performance Scale Score discrepancies on the WISC-R. Results indicated that the majority (74.5%) of the subjects classified as learning disabled and a few (10.9%) of the subjects classified as gifted and talented evidenced a moderate or severe deficit on the Achievement-Aptitude Profile. The subjects classified as learning disabled scored significantly higher on the Full Scale score of the WISC-R than on the full scale score of the WJTCA, while the difference between full scale scores was not significant for the subject classified as gifted and talented. An important finding was that scores obtained on the Reasoning cluster were invalid for subjects in both samples. Further analyses indicated that the alternative clusters, Oral Language and Broad Reasoning (Woodcock, 1983) provided a more accurate appraisal of abilities for each sample. Overall, the study provided insights regarding test performance on the Battery and the WISC-R for these two diverse samples.

This study documented the psychometric development of the Adaptive Leadership Competency Profile (ALCP). The ALCP was derived from a qualitative database from the National Science Foundation project (NSF 9422368) and the academic body of literature. Test items were operationalized, and subject matter experts validated 11 macro-leadership competencies and 65 items. Rasch rating scale measurement models were applied to answer the following questions: (a) How well do the respective items of the ALCP fit the Rasch rating scale measurement model for the 11 scales of the ACLP? (b) How well do the person's abilities fit the Rasch rating scale measurement model, using the 11 scales of the ALCP? (c) What are the item separation and reliability coefficients for the 11 ALCP scales? (d) What are the person separation and reliability coefficients for the 11 ALCP scales? This study also sought to discern whether the ALCP could predict leader effectiveness as measured by the likelihood ratio index and frequency of correct predictions indices. The WINSTEPS and LIMDEP programs were used to obtain Rasch calibrations and probit estimates, respectively. The ALCP profiles the frequency and intensity of leadership behavior. Composite measures were calculated and used to predict leadership effectiveness. Results from this study validated 10 competencies and 55 items.

The purpose of this study was to improve the quality of information used in leadership assessment and development programs. The study determined the relationships between personality type, as indicated by the Myers-Briggs Type Indicator (MBTI), and leadership strengths and developmental needs as measured by Skillscope. The study also determined the relationships between personality type and congruence between self-awareness of strengths and developmental needs and ratings by knowledgeable observers. The discriminate analysis of the Skillscope leadership feedback instrument compared with the selected personality types revealed that personal management was a strength for both ISTJs and ESTJs. The decision-making skill was a strength for ISTJs, and power/influence was determined to be a strength for ESTJs. The high energy/results oriented skill was determined to be a developmental need for ISTJs. There was agreement between ENTJs and other raters as they both saw interpersonal relationships as a strength for that type. INTJs underrated themselves in interpersonal relationships, and ISTJs underrated themselves in decision-making. Further study is recommended to expand the general body of knowledge of leadership development research. Of particular concern are methods to identify and explore developmental needs of leaders and how those needs can be addressed in training programs. Three hundred sixty degree feedback instruments should be further analyzed in an effort to explain the differences between raters. Of concern is the high percentage of ISTJ types, which reveals a need to expand research to include significant numbers of other personality types. Consideration should be given to studies that identify the unique contributions of gender to leadership skills and development, and the impact culture has on leadership in organizations. Although statistically significant research is difficult to obtain in the behavioral sciences, the effort is worthwhile as it provides information that allows leadership development decisions to be made based on dependable data.

It is the purpose of this study to contribute to the information essential to sound guidance by determining whether the aptitudes of college students in Home Economics, as measured by the Differential Aptitude Test, are reflected in the actual achievement grades of these students.

The problem of this study was to standardize the Basic Movement Performance Profile with male and female profoundly retarded residents from the ten Texas state schools for the mentally retarded. To standardize the Basic Movement Performance Profile, the following objectives were formulated: 1. To determine if the test items found in the Basic Movement Performance Profile were valid and appropriate items to measure the basic movement skills of profoundly retarded residents of state institutions. 2. To establish the reliability of the Basic Movement Performance Profile test items utilizing the test-retest method with thirty profoundly retarded males and thirty profoundly retarded females at the Denton State School for the Mentally Retarded. 3. To establish performance level norms utilizing percentile ranks for both sexes on the Basic Movement Performance Profile.

The purpose of this research was to develop and test a three-section cloze test of English proficiency and to norm it for use as a means of level placement. The study sample consisted of ESL students at Brookhaven Community College and the Intensive English Language Institute of North Texas State University, as well as a group of native speakers. Four types of statistical analysis were used: analysis of variance, Pearson product-moment correlations, a t-Test, and a multiple comparison procedure, the Scheffé test. The cloze test was sensitive to significant differences between every level at both schools. Subsequently it was normed to a four-level system and score ranges for each level were suggested.

Previous research demonstrates expectations predict actual performance. These studies evaluated the influence of other variables, specifically task sex orientation, biological gender, and sex-role identification, on performance expectancies. Two studies investigated sex differences in performance expectancies: Study 1 used a task normatively favoring males; Study 2 used a task normatively unbiased by gender. Subjects were 207 undergraduates, approximately equal numbers of males and females. Experimenter sex was controlled. Performance expectancies were influenced by interactions of task sex orientation with biological gender and task sex orientation with sex-role identification, but these variables became secondary to personal experience. These findings were interpreted as having implications on initial choice and consequent involvement in novel activities and situations.