As the Test of English as a Foreign Language (TOEFL) is often used as a determiner for university admissions, this study observes the effect on the international student population at a large private university through the examination of the international student admissions data including TOEFL and first-year GPA from 2005-2015. With the anonymous data of 9,837 students, researchers analyzed the result of a cut-score change at the university. Results indicated that the number of international students decreased at the university. As expected, the TOEFL data revealed a normal distribution for the overall (combined) score and subsection scores, while the GPA data did not. The ANOVA for the TOEFL revealed that the change in cut-scores was not completely implemented in 2010. The GPA results from the ANOVA did not appear to be increasing. Correlation analysis reflected a decrease in the correlation coefficient when comparing results from before and after the cut-score change. Correlations of the subsection TOEFL score presented interesting findings. Multiple regression analysis indicated similar conclusions.

The Malingered Depression Scale (Md Scale; Steffan, Clopton, & Morgan, 2003) was recently developed for use with the MMPI-2 in attempts to distinguish individuals with genuine symptoms of depression from individuals who feign depression on the test. With respect to the Md scale, a relative lack of research and mixed findings regarding its utility are problematic; therefore, these issues were explored. The predictive and incremental validity of the Md scale were tested in this study to determine if use of the Md scale conferred a distinct predictive advantage over standard validity scales (e.g. F, FB, FP) in the differentiation between participants instructed to feign depression and participants who, prior to taking the MMPI-2, endorsed a significant number of depressive symptoms on a self-report measure. The Md scale demonstrated predictive and incremental validity in this study in distinguishing the two groups; however several limitations arose regarding use of the Md scale, most notably conceptual clarity within participant groups and problems regarding the use of cut scores.

No description available.

This research study examined the psychometric properties of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE) using Item Response Theory (IRT) methods among a sample of 2,122 middle school students. The SRSS-IE is a recently revised screening instrument aimed at identifying students who are potentially at risk for emotional and behavioral disorders (EBD). There are two studies included in this research. Study 1 utilized the Nominal Response and Generalized Partial Credit models of IRT to evaluate items from the SRSS-IE in terms of the degree to which the response options for each item functioned as intended by the scale developers and how well those response options discriminated among students who exhibited varying levels of EBD risk. Results from this first study indicated that the four response option configurations of the items on the SRSS-IE may not adequately discriminate among the frequency of externalizing and internalizing behaviors demonstrated by middle school students. Recommendations for item response option revisions or scale scoring revisions are discussed in this study. In study 2, differential item functioning (DIF) and differential step functioning (DSF) methods were used to examine differences in item and response option functioning according to student gender variables. Additionally, test information functions (TIFs) were used to determine whether preliminary recommendations for cut scores differ by gender. Results of this second study indicate that two of the items on the SRSS-IE systematically favor males over females and one item systematically favors females over males. Additionally, examination of TIFs demonstrated different degrees of measurement precision at various levels of theta for males and females on both the externalizing and internalizing constructs. Implications of these results are discussed in relation to possible revisions of the SRSS-IE items, cut scores, or scale scoring procedures.

A major component of the screening process for prospective teachers is the licensure examination. The examination serves two important functions: (a) sorting and screening candidates and (b) defining the knowledge base for professional practice. The first function receives the most attention from policymakers and serves the symbolic purpose of creating selectivity for entry into the profession. Initial entry typically is controlled by raising or lowering examination passing requirements which simply allows more or fewer persons to pass (Darling-Hammond, Wise & Klein, 1995). The second function presumes that a single instrument exists that not only contains the essential knowledge required for professional practice, but accurately identifies those most qualified to teach.The Virginia Board of Education (VBOE), like several other state boards of education, has authorized validation and standard-setting studies related to its teacher licensure examination policy, and the most recent studies have occurred in the past 20 years. The first study was authorized in April 1981 for the potential use of the National Teachers Examination (NTE). Following completion of validation studies for the Specialty Area Tests and the Core Battery Tests, the NTE was adopted as Virginia's licensure examination which was made effective on July 1, 1986. Ten years later (effective July 1, 1996), the VBOE agreed that prospective teachers would be required to take Praxis I Academic Skills Assessments. Praxis I would replace the NTE Core Battery, however, and the original NTE Specialty Area Tests would be retained. The decision to change teacher licensing examinations was precipitated primarily by the announcement by Educational Testing Service (ETS) that it would introduce new tests and eventually discontinue the NTE Core Battery. The passing requirements for Praxis I (as established in 1995) exceeded those of all states administering the test and were as follows: reading and mathematics - 178, and writing - 176. Review of test data obtained after the effective date of this policy revealed that the passing percentage for all test takers in 1995-96 was reading 72; mathematics 62; and writing 58. For minorities, the passing percentages were 34, 18, and 18, respectively. When these results were compared to test taker performance one year later (1996-97), there were modest percentage increases for all test takers: reading - 74; mathematics - 66; and writing - 63. For minorities, passing percentages were 36, 35 and 28, respectively. Despite these increases, 26 percent of all test takers failed the reading test; 34 percent failed the mathematics test; and 37 percent failed the writing test. The long-range effects of the Praxis I passing requirements on test takers are unknown; however, one of the near-term effects likely will be a reduction in the passing rate for a significant number of persons, particularly racial minorities.This study examined current Virginia teacher licensure policy, its intent, and near-term effects of examination results on teacher availability and minority representation. / Ph. D.

No description available.