This study investigated a method to compare the effect of verbal language disability on measures of intelligence of young handicapped children. The purpose was to discover whether differences exist in the measures of intelligence when the verbal language requirements of an intelligence test are systematically varied. Two standardized tests that vary in the verbal stimulus response requirements were administered to 102 children ages 2-10 years classified as special education students in Hampton, Virginia.;Children were grouped according to patterns of performance on these tests: (a) LIPS 8+ > MSCA, (b) LIPS (DBLTURN) MSCA, (c) MSCA 8+ > LIPS, where 8 = ('(+OR-))2 SEm (p < .05). A Pearson's Correlation Coefficient (r) was used to compare test results. The significance of the similarities and differences of the groups was tested using a Z statistic.;It was hypothesized that measures of intelligence of many young handicapped children are biased when testing procedures require verbal information processing. Results indicated that 65.6% of the handicapped population sampled had IQ scores that were greater then two standard errors of measurement and MA's that were 6-12 months higher on the Leiter than the McCarthy. Nineteen % of the sample had IQ scores and MA's that were approximately equal. Seven % had higher McCarthy GCI and MA's. The differences between the first two groups were significant at the .05 level z = 2.37.;The results indicated that verbal language disabilities significantly influenced intelligence test scores for many young handicapped children. In addition, the two tests, when used together, differentiated the children's information processing and learning styles. This data is directly applicable to teaching and remediation strategies.

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In response to a 1993 oversight board recommendation, the U.S. Department of Energy (DOE) created a technical training and qualification program to address concerns about a shrinking workforce at defense nuclear facilities. The DOE Technical Qualification Program (TQP) applies to federal employees tasked with oversight, direction, and assistance to contractors at defense nuclear facilities. The purpose of this study was to determine the effectiveness of the TQP by ascertaining program effectiveness, program applicability, program impact on behavior and performance, and program impact on safety, from the participant perspective. Guided by Kirkpatrick's 4-level training evaluation model as the conceptual framework, this study used a goal-free evaluation approach. This program evaluation used a qualitative case study research design centered on a purposeful sample of 8 TQP participant interviews. Data were analyzed through coding and thematic analysis. Overall, TQP participants felt that the program was ineffective in preparing them for their jobs and that the applicability of the qualification requirements was low. Participants reported that the program did not improve job performance but had a positive impact on safety. Several recommendations were made to improve the program's effectiveness, including a comprehensive program evaluation and updates to training. Implications for social change include positive impacts on facility safety that may result in safer operations at DOE facilities that lead to fewer injuries to workers and the general public, and a reduced probability of release of hazardous materials to the environment. The results of this study may help site training officials improve program effectiveness and worker performance.

Struggling students' poor reading and comprehension skills have continued to be a national problem. A New Jersey Department of Education report showed that of 311,628 middle school students tested in language arts, 26.2% scored at the partial proficiency level and 58.5% scored at the proficiency level. Further review of the middle schools in a local school district revealed that 57% of the students struggled to read and were unable to pass the Benchmark and New Jersey Assessment of Skills and Knowledge (NJASK) tests. The purpose of this study was to compare the NJASK test scores when the Developmental Reading Assessment (DRA)-alone was used and when the Sonday System reading program was added. Archival data from the 2010 and 2011 school years for 80 at-risk students were examined using a mixed-design (split-plot) ANOVA to evaluate whether addition of the Sonday System resulted in greater reading gains and improved students' NJASK scores. The study followed a quantitative, causal-comparative research design. Constructivist and behaviorist learning theories served as the framework. The results showed no significant improvement in the students' scores when the Sonday System was added to the DRA. There also was no evidence of greater year-to-year improvement in the NJASK standardized test scores when the DRA and the Sonday System were combined; however, by itself, the Sonday System was found effective in other schools. The findings suggest that it is not advisable to combine the DRA with the Sonday System. The professional development project generated from this study might lead to positive social change for administrators, teachers, educators, and stakeholders by increasing their awareness about the best ways to develop and implement reading programs that will have a positive impact on struggling readers.

Nursing assessment is the foundation of the nursing process. The focus and type of data collected, during such assessment is central to the effectiveness of the diagnostic process and subsequent planned nursing interventions. Whilst there is a multiplicity of factors that impact upon the diagnostic process, eminent nurse theorists espouse a relationship between assessment formats and diagnostic accuracy. This study evaluates the effectiveness of two types of assessment formats by addressing the following questions. When student and registered nurses use a Gordons Functional Health Pattern (GFHP) assessment format compared to using a Review of Biological Systems (ROBS) assessment format is there a difference in: (1) the number and type of diagnoses identified? and (2) the number of criteria achieved within the Standards for Nursing Care (ANF, 1989)?A developed case study with verified diagnoses was used. Professional actors played the part of the client and followed a standard script. Volunteer student and registered nurses (N=100) were randomly assigned to the two types of assessment formats. They were required to conduct an assessment of the client and state the nursing diagnoses. Data were analysed using Multivariate Analysis of Variance.Results indicated that when both groups of nurses used the GFHP format they stated significantly more correct and more diverse categories of diagnoses and significantly fewer diagnoses which were classified as being incorrect and medical, than when they used the ROBS format. In addition, when student and registered nurses used the GFHP format, they elicited significantly more information that complied with the criteria outlined within the Standards for Nursing Care (ANF, 1989), than when they used the ROBS format.The findings of this study indicate that both student and registered nurses are guided by the cues on the assessment ++ / format. Therefore, the choice and design of nursing assessment forms are critical as they affect diagnostic accuracy.

Fishery dependent data--length distributions, sex ratios, maturity schedules, and species composition of landed catches--are necessary for stock assessments. These data are currently collected by state port biologists using a sampling design that randomly selects samples from a small percentage of a very large target population. Sampling programs may need to increase the sample size and possibly expand data collection times into evenings and weekends. This must also be accomplished in an economically reasonable manner, which is a significant challenge. Working cooperatively with the seafood processing plants is one way to meet these challenges. This study explored the feasibility of implementing a cooperative sampling program for Pacific West Coast groundfish, with the goal of improving the precision and accuracy of estimates derived from the fishery dependent samples. The study was a cooperative project utilizing seafood processing plant workers to collect fish length frequency data. There is evidence that the seafood plant workers can measure fish with reasonable accuracy. This cooperative effort has the potential to dramatically increase the sample size and the coverage of sampled catch landings. / Graduation date: 2001

Cognitive diagnostic assessment (CDA) is a testing format that employs a cognitive model to, first, develop or identify items measuring specific knowledge and skills and, then, use this model to direct psychometric analyses of examinees item response patterns to promote diagnostic inferences. The attribute hierarchy method (AHM, Leighton, Gierl, & Hunka, 2004) is a psychometric procedure for classifying examinees test item responses into a set of structured attribute patterns associated with different components from a cognitive model of task performance. Attribute reliability is a fundamental concept in cognitive diagnostic assessment because it refers to the consistency of the decisions made in diagnostic test about examinees mastery of specific attributes. In this study, an adapted attribute-based reliability estimate was evaluated in comparison of the standard Cronbachs alpha using simulated data. Factors expected to influence attribute reliability estimates, including test length, sample size, model structure, and model-data fit level, were also studied. Results of this study revealed that the performances of the two attribute-based reliability estimation indices are comparable; however, the adapted index is conceptually more meaningful. Test length, model structure, and model-data fit were shown to impact attribute reliability estimates differentially. Implications to researchers and practitioners were given based on the simulation results. Limitations of the present study and future directions were also discussed. / Measurement, Evaluation, and Cognition

The purpose of this study was to understand how formative assessment interactions in developmental education reading, writing, and mathematics courses at a community college were experienced by both students and faculty members and how they were perceived to impact learning and teaching. The specific assessment technique studied involved a series of one-on-one, out-of-class Feedback Intervention (FI) interactions that focused on discussions regarding students’ strengths and weaknesses in relation to their course learning outcomes. In using a case study approach, I interviewed students and faculty members in focus group and individual settings. Using constant-comparative qualitative analysis, I examined their perceptions in order to better understand the impact student-faculty interactions had on students’ learning and faculty members’ teaching experiences. Questionnaires were also used to corroborate findings. The following research questions were used: (1) What are the contexts and learning experiences of developmental studies students? (2) How has formative assessment, specifically out-of-class interactions with their instructors, affected perceptions of their learning experiences? (3) How have these interactions affected developmental studies faculty members’ perceptions about their teaching? When I considered the overall impact of the student-faculty interactions, one overarching theme emerged: the FI interaction did have a positive impact on learning, and to a lesser degree, teaching. This theme was supported through two main findings related to learning: the interaction increased students’ motivation to learn and improved their learning strategies. In regards to teaching, the main finding was that facilitation of the FI interaction affected faculty members in that they became more learner-centered in their teaching strategies and methodologies. These findings confirmed a connective, dynamic learning process for both students and faculty members.

<p>Personality assessments are useful measures for identifying an individual's characteristics and how he/she interacts with the world. The 15 factor Questionnaire Plus (15Q+) is an adapted personality assessment measure used in industry to determine the likely behavioral responses an individual will display in a particular setting. It can be used during the selection process to assess the suitability of candidates for a particular position at a company. As a result of unfair practices when using psychometric instruments, it is now imperative that these instruments meet the scientific principles of validity and reliability before it can be used. This is in line with the legistlation pertaining to discrimination and supported by the Health professions Council of South Africa. They encourage a plethora of research to confirm the utility of these measures. The present study was conducted at a South African financial services company where the 15FQ+ is used to identify suitable candidates for financial adviser positions. Through data mining techniques, predictive and criterion data were extracted for 125 financial advisers. The study explored the validity of the 15FQ+ when correlated with the perforkance Indices of the financial advisers. The study also determined whether there were race differences in the responses of the financial advisers to the 15FQ+ as well as their work performance.</p>

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