Magister Artium (Psychology) - MA(Psych) / The fall of apartheid and the rise of democracy have brought assessment issues in multicultural societies to the forefront in South Africa. The rise of multicultural assessment demands the development of tests that are culturally relevant to enhance fair testing practices, and issues of bias and equivalence of tests become increasingly important. This study forms part of a larger project titled the Additive Bilingual Education Project (ABLE). The Woodcock Munoz Language Survey (WMLS) was specifically selected to evaluate the language aims in the project, and was adapted from English to isiXhosa. Previous research has indicated that one of the scales in the adapted isiXhosa version of the WMLS, namely the Picture Vocabulary Scale (PV), displays some item bias, or differential item functioning (DIF), across rural and urban isiXhosa learners. Research has also indicated that differences in dialects can have an impact on test takers’ scores. It is therefore essential to explore the structural equivalence of the adapted isiXhosa version of the WMLS on the PV scale across rural and urban isiXhosa learners, and to ascertain whether DIF is affecting the extent to which the same construct is measured across both groups. The results contribute to establishing the scalar equivalence of the adapted isiXhosa version of the WMLS across rural and urban isiXhosa-speaking learners. Secondary Data Analysis (SDA) was employed because this allowed the researcher to re-analyse the existing data in order to further evaluate construct equivalence. The sample of the larger study consisted of 260 learners, both male and female, selected from a population of Grade 6 and 7 learners attending schools in the Eastern Cape. The data was analysed by using the statistical programme Comprehensive Exploratory Factor Analysis (CEFA) and the Statistical Package for Social Sciences (SPSS). Exploratory factor analysis and the Tucker’s phi coefficient were used. The results indicated distinct factor loadings for both groups, but slight differences were observed which raised concerns about construct equivalence. Scatter plots were employed to investigate further, which also gave cause for concern. It was therefore concluded that construct equivalence was only partially attained. In addition, the Cronbach’s Alpha per factor was calculated, showing that internal consistency was displayed only for Factor 1 and not for Factor 2 for the rural group, or both factors for the urban group. Scalar equivalence across the two groups must therefore be explored further.

The goal of the study was to determine whether the Occupational Personality Questionnaire (OPQ32i) yielded comparable results when two different modes of administration, namely paperand- pencil and Internet-based administration, were used in real-life, high-stakes selection settings. Two studies were conducted in which scores obtained online in unproctored settings were compared with scores obtained during proctored paper-and-pencil settings. The psychometric properties of the paper-and-pencil and Internet-based applications were strikingly similar. Structural equation modelling with EQS indicated substantial support for the hypothesis that covariance matrices of the paper-and-pencil and online applications in both studies were identical. It was concluded that relationships between the OPQ32i scales were not affected by mode of administration or supervision.

Different value systems are a major source of diversity between people and culture groups. A better understanding of these differences can be a valuable tool when a diverse work force, as found in South Africa, has to be managed. Values can act as a unifying theory for the field of human motivation, as a way of organising the different needs, motives and goals proposed in other theories. The values theory describes aspects of the human psychological structure that are fundamental, aspects presumably common to all humankind. The objective of this study was to investigate the construct equivalence of the values as measured by the Work and Organizational Values Scale for new applicants from different language groups in the South African Police Service (SAPS), and to investigate the relationship between the value patterns of the different language and gender groups. A cross-sectional survey design was used. The study population consisted of two groups who applied for jobs in the South African Police Services (SAPS). The first group consisted of civilians (N=3 400), while the second group consisted of police applicants (N=1 800). The Work and Organizational Values Scale was administered. Descriptive statistics, exploratory factor analyses, and multivariate analysis of variance were used to analyse the results. Principal component analysis with a direct oblimin rotation resulted in two factors. The first factor was interpreted as self-enhancement (power, materialism and prestige) versus conservation (conformity and security). The second factor was interpreted as collectivism (social commitment, relations, and environment) versus individualism (goal-orientedness. stimulation and self-direction). These factors were found to be equivalent for four language groups. Statistically significant differences were found between the value priorities of different language groups as well as genders. However, larger practically significant differences were found between males and females than between different language groups. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

In the thesis we investigate the connections between arbitrary functions and their realizing polynomials over finite algebras. We study functionally complete algebras, i.e. algebras over which every function can be realized by a polynomial expression. We characterize functional completeness by the so called Stone-Weierstrass property, and we determine the functionally complete semigroups and semirings. Then we investigate the computational perspective of the function-polynomial relationships over finite groups. We consider the efficient representability, the equivalence, and the equation solvability problems. We approach the efficient representability problem from three directions. We consider the length of functions, we investigate the circuit complexity of functions, and we analyse the finite-state sequential machine representation of Boolean functions. From each of these viewpoints we give bounds on the potential efficiency of computations based on functionally complete groups compared to computations based on the two-element Boolean algebra. Neither the equivalence problem nor the equation solvability problem has been completely characterized for finite groups. The complexity of the equivalence problem was only known for nilpotent groups. In the thesis we determine the complexity of the equivalence problem for certain meta-Abelian groups and for all non-solvable groups. The complexity of the equation solvability problem is known for nilpotent groups and for non-solvable groups. There are no results about the complexity of the equation solvability problem for solvable non-nilpotent groups apart from the case of certain meta-cyclic groups that we present in the thesis. Moreover, we determine the complexity of the equation solvability problem for all functionally complete algebra. The idea of the extended equivalence problem emerges from the observation that the commutator might significantly change the length of group-polynomials. We characterize the complexity of the extended equivalence problem for finite groups. For many finite groups we determine the complexity of the equivalence problem if the commutator is considered as the basic operation of the group.

This dissertation reports a study into the appropriateness of on-screen assessment materials compared to paper-based versions, and how any potential change in assessment modes might affect assessment practices in schools. The research was centred around a controlled comparative trial of paper and on-screen assessments with 1000 school students. The appropriateness of the assessments was conceptualised in terms of exploring the comparative reliability, validity and scoring equivalence of these assessments in paper and on-screen modes. Reliability was considered using quantitative analysis: calculating the performance and internal reliability of the assessments using classical test theory, Cronbach’s alpha and Rasch latent trait modelling. Equivalence was also addressed empirically. Marking reliability was not quantified, however it is discussed. Validity was considered through qualitative analysis, using questionnaire and interview data obtained from the students and teachers participating in the trial; the focus on the comparative authenticity and fitness for purpose in assessments in different modes. The outcomes of the research can be summarised as follows: the assessment tests in both modes scored highly in terms of internal reliability, however they were not necessarily measuring the same constructs. The scores from different modes were not equivalent, with students performing better on paper. The on-screen versions were considered to have greater validity by students and teachers. All items in the assessments that resulted in significant differences in performance were analysed and categorised in terms of item types. Consideration is then given to whether differences in performance are the result of construct irrelevant or relevant factors. The recommendations from this research focus on three main areas; that in order for on-screen assessments to be used in schools and utilise their considerable potential, the equivalence issue needs to be removed, the construct irrelevant factors need to be clearly identified and minimised and the construct relevant factors need to be enhanced. Finally a model of comparative modal dependability is offered, which can be used to contrast and compare the potential benefits and issues when changing assessment modes or item types are considered.

The purpose of this thesis is to present a study of the Lebesgue definite integral, defined in four different ways.

The effects of point loss for symmetrical probe performances on other performances of an observed equivalence class, on the emergence of equivalence performances, and on performances in other contexts were examined. After training six conditional discriminations in three contexts, probes (symmetry, transitivity, symmetrical transitivity) were introduced in contexts 1 and 2. In context 3, only trained conditional discrimination trials were delivered. After demonstrations of equivalence in contexts 1 and 2, point loss was placed on symmetrical performances in one of these contexts; probe trials and point loss for symmetrical performances were simultaneously introduced in context 3. Point loss for symmetrical performances may disrupt other probe performances of an observed equivalence class in that same context; does not necessarily disrupt the emergence of equivalence performances; and may disrupt probe performances in other contexts.

The purpose of this thesis is to study the equivalence relation between sets A and B: A o B if and only if there exists a one to one function f from A onto B. In Chapter I, some of the fundamental properties of the equivalence relation are derived. Certain basic results on countable and uncountable sets are given. In Chapter II, a number of theorems on equivalent sets are proved and Dedekind's definitions of finite and infinite are compared with the ordinary concepts of finite and infinite. The Bernstein Theorem is studied and three different proofs of it are given. In Chapter III, the concept of cardinal number is introduced by means of two axioms of A. Tarski, and some fundamental theorems on cardinal arithmetic are proved.

The goal of the study was to determine whether the Occupational Personality Questionnaire (OPQ32i) yielded comparable results when two different modes of administration, namely paperand- pencil and Internet-based administration, were used in real-life, high-stakes selection settings. Two studies were conducted in which scores obtained online in unproctored settings were compared with scores obtained during proctored paper-and-pencil settings. The psychometric properties of the paper-and-pencil and Internet-based applications were strikingly similar. Structural equation modelling with EQS indicated substantial support for the hypothesis that covariance matrices of the paper-and-pencil and online applications in both studies were identical. It was concluded that relationships between the OPQ32i scales were not affected by mode of administration or supervision.

Dutch Professional Language Usage and Problems of Translation into Czech Abstract This thesis analyzes the Dutch technical language with a focus on the legal language. The first part is devoted to general problems of translation and translation of the technical language, including theoretical elaboration on terminology and equivalence. After that the thesis deals with specific problems of the translation of the legal language. Next part of the thesis is devoted to a linguistic analysis of the Dutch legal language. It is followed by an analysis of the equivalence of Dutch and Czech legal terms along with solutions of the translation of zero equivalence. The final part deals with practical translation of the Dutch legal texts into the Czech. The aim of the work is an example of practical application of theoretical knowledge on the translation of legal language.