Retrospective pretests provide a potentially useful elaboration on research methodology if they can be shown to be dependable under specific sets of conditions. Previous studies have examined response-shift bias and response-style effects, but less attention has been given to memory distortion associated with the retrospective recall of diverse types of variables. Identifying psychometric characteristics of these measures may help to clarify the picture emerging from retrospective accounts. The present study applied a methodology developed to measure the systematic error (i.e., memory distortion) that may be associated with variables involving a range of recall tasks. The study examined which types of variables account for the least measurement error in retrospective pretests administered at three time points. The types of variables examined in this study include students' self-ratings of academic abilities, self-reported attitudes and opinions about college, mood states, and perceptions of general health. The results of this study indicate that there was no main effect of time on any of the pairs of difference scores, and a moderate level of memory distortion was detected in the three variable types examined. The methodology applied provides an effective approach to understanding the effect of memory distortion on retrospective pretest variables. The author recommends that future applications of this methodology be applied to heterogeneous populations, investigate a range of complex variables, and include an examination of individual subject differences.

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The purpose of this study was to determine the degree to which the interpretation and use of test scores from a school district's mathematics test may be meaningful and valid for making instructional decisions, for measuring growth, and for making accountability decisions. The data used for the study came from six levels of a standardized mathematics test that grouped items into six specific categories to match the district's curriculum. The district's mathematics curriculum referred to the six item categories as "strands." The six strands were Number Sense, Data Analysis, Algebra, Geometry, Measurement, and Structure/Logic. The test items were grouped in each test booklet by item categories (strands) and thus formed six strand subtests. Factor analysis was used to examine the structure of each of the six test levels. Findings from the factor analysis indicated that there was more than one dimension (underlying construct) at each test level. Factor loadings were found to group by strand and not by item difficulty. Analysis of variance and correlation procedures were used to gather evidence that was confirmatory in nature to help verify the findings from the factor analysis. An analysis of variance found a significant difference between some of the strands in pairwise comparisons, which supported the findings from the factor analysis indicating that more than one construct (dimension) was being measured. Strand intercorrelation coefficients that were corrected for attenuation showed strong relationships among strands, which supported test unidimensionality. It was concluded that there was evidence to support an overall dimension called mathematics, but that there was also evidence to support other dimensions which reflected the six mathematics strands.

The underrepresentation of ethnic minority students in programs for gifted and talented students is often a result of the identification process. Concerns have been raised through the years about the appropriateness of using standardized tests, especially standardized intelligence tests, with ethnic minority students (Maker, 1996; Richert, 1987). The problems with the use of standardized intelligence tests with ethnic minority students increase the difficulty of identifying gifted students from those populations. Therefore, the underrepresentation of ethnic minority students will persist unless more reliable and valid measures that tap into the intellectual strengths of diverse populations are developed. The DISCOVER assessment developed by Maker, Rogers, and Nielson (1992) seems to hold greater promise than other assessments for identifying ethnic minority students for placement in programs for the gifted. Therefore, the purpose of this study was to examine the comparative validity of the DISCOVER assessment, based on a contemporary theory of human ability, and two commonly administered standardized tests of intelligence, based on traditional views of intelligence, for the purpose of identifying gifted ethnic minority students. The DISCOVER assessment ratings and standardized scores from the WPPSI-R or WISC-III and the Raven Coloured Progressive Matrices of 34 participants were used to conduct the comparative validity analysis. Six research questions guided this study. The comparative validity was analyzed through (a) intercorrelations to determine construct validity, (b) correlations between methods of assessment to determine the presence or lack of relationship(s), (c) the predictive validity of the DISCOVER activities. The results of the intercorrelation, correlation, and multiple regression analyses allowed this researcher to conclude that the WPPSI-R or WISC-III and the Raven Coloured Progressive Matrices were not comparable to the DISCOVER assessment for the purpose of identifying gifted ethnic minority students. The DISCOVER assessment was found to be a better indicator of students' complex thinking, problem solving, and problem finding abilities. Therefore, the use of the DISCOVER assessment will result in the more equitable identification of highly competent students and should be more widely used among ethnic minority populations.

The purpose of this study was to identify the relationship between leadership factors and third grade student test scores in math and reading. The leadership factors were General Leadership and Collaborative Leadership. Principal tenure at the site was another leadership variable examined in this study. The 41 schools included in the study had a principal who had served in that capacity at the site for a minimum of four years. The study included 41 elementary schools in a large urban district located in the southwestern United States. The study, was based on the responses of 741 teachers to a district wide survey on leadership, district statistics on principal tenure, and on the SAT-9 reading and math test scores of 2,164 third grade students. A Pearson product-moment correlation and multiple linear regression were used to test the four hypotheses. No significant relationship or predictive power was found between the General Leadership or Collaborative Leadership Factors and the math and reading test scores of the third grade students. No significant relationship or predictive power was found between principal tenure at a site and the math and reading test scores of third grade students. However, principal tenure did have a stronger correlational relationship with third grade math and reading test scores than General Leadership of Collaborative Leadership Factors. This study confirms the importance of the need to continue studying the relationship between leadership variables and student test scores and to further examine the instruments that districts use to assess and inform school leadership about their practice. The statistical results confirm that staff satisfaction is not necessarily a predictor of student test scores. However, the data supports a pattern of high achieving schools also having high staff satisfaction.

This study investigated whether the Social Skills Rating System (SSRS) is a valid standardized assessment for students who are visually impaired, and to identify specific items that might not be appropriate to include in a version for students who are visually impaired. SSRS teacher, student and parent form data from the Arizona State School for the Deaf and Blind (ASDB) was examined from the 2002 and 2003 school years. Participant data was obtained from 71 elementary level and 106 secondary level students. Students were in grades 3-12, were visually impaired, and being served by ASDB on campus or in the five regional cooperatives across the state of Arizona. SSRS student data was collected using teacher and student forms in the spring semester of 2002 and again in 2003. SSRS student data using parent forms was collected in the summer of 2003. Statistical analysis of the reliability of the SSRS instrument was measured by construct stability (Pearson correlations), interrater reliability (interclass correlations) and internal consistency (coefficient alpha). Statistical analysis of the validity of the SSRS instrument was measured using construct validity using Pearson correlations and t-tests. The results revealed good evidence for the reliability and validity of the SSRS teacher, parent, and student forms. An item analysis did not identify any inappropriate items for use with students who are visually impaired. The item analysis revealed some noteworthy patterns and recommendations, and special recommendations are made regarding the use of the SSRS teacher, student and parent forms for screening and identification purposes of students who are visually impaired.

No description available.

No description available.

No description available.