Educational and personal characteristics of four different types of learning- and grade-oriented students

To discover personal and educational characteristics of learning- (LO) and grade-oriented (GO) students, over 200 subjects were divided into four groups: high LO-high GO; high LO-low GO, low LO-high GO, and low LO-low GO. All students completed the 16 PF, Myers-Briggs (M-B), Levenson Locus of Control (LOC), Achievement Anxiety (AAT), and Survey of Study Habits and Attitudes (SSHA) tests. Results indicated that H-L students produced highest scores on factors B, I, M, and Q1 of the 16 PF; scale N of M-B; scale I of LOC; the facilitative scale of AAT; and all scales of SSHA. They scored lowest on Q4 of the 16 PF, on scale S of M-B, on the debilitating scale of AAT, and on scale C of LOC. Students in the L-H groups scored lowest on scales I, M, and Q1 of the 16 PF, on scale N of M-B, on scale I of LOC, on the facilitating scale of AAT, as well as on all scales of SSHA. They scored highest on scale S of M-B and tied for highest on scale Q4 of the 16 PF. Students in the H-H group scored lowest on scales B, I, and Q4 of the 16 PF as well as on scale I of M-B and highest on scale E of M-B, on AAT (debilitating), and on scale C of LOC. Finally, students in the L-L group tied for highest on the 16 PF scale Q4 and on scale I of M-B and lowest on scale E of M-B and scale I of LOC. Results were discussed in terms of the personal and educational resources each student brings to the college environment and the way(s) in which these resources are used in coming to terms with the specifics of that situation.     

Recency of Secondary School Mathematical Preparation as an Influence on First-Year College Mathematics Achievement

Abstract

A random sample of four hundred college freshman mathematics students with comparable high school mathematical preparation was selected from 1,435 students. The test group included 126 members who had not attempted a mathematics course during their last year in high school, designated as Group N, and 263 members who had received mathematical credit during their last year, designated as Group Y. Statistical treatment of data for each group indicated that the SAT mathematical aptitude scores, CEEB (Level I) mathematical achievement scores, and achievement in first-year college mathematics courses was greater for Group Y at the .01 level of confidence. The achievement comparison was based on an analysis of covariance procedure with SAT Mathematical scores, CEEB Mathematical scores, and sex of student used as adjusting variables.     

Examination of Indices of High School Performance Based on the Graded Response Model

We examined summary indices of high school performance (coursework, grades, and test scores) based on the graded response model (GRM). The indices varied by inclusion of ACT test scores and whether high school courses were constrained to have the same difficulty and discrimination across groups of schools. The indices were examined with respect to skewness, incremental prediction of college degree attainment, and differences across racial/ethnic and socioeconomic subgroups. The most difficult high school courses to earn an “A” grade included calculus, chemistry, trigonometry, other advanced math, physics, algebra 2, and geometry. The GRM‐based indices were less skewed than simple high school grade point average (HSGPA) and had higher correlations with ACT Composite score. The index that included ACT test scores and allowed item parameters to vary by school group was most predictive of college degree attainment, but had larger subgroup differences. Implications for implementing multiple measure models for college readiness are discussed.     

Recentering and Realigning the SAT Score Distributions: How and Why

The process employed to produce the conversions that take scores from the original SAT scales to recentered scales, in which reference group scores are centered near the midpoint of the score-reporting range, is laid out. For the purposes of this article, SAT Verbal and SAT Mathematical scores were placed on recentered scales, which have reporting ranges of 920 to 980, means of 950, and standard deviations of 11. (The 920-to-980 scale is used in this article to highlight the distinction between it and the old 200-to-800 scale. In actuality, recentered scores were reported on a 200-to-800 scale.) Recentering was accomplished via a linear transformation of normally distributed scores that were obtained from a continuized, smoothed frequency distribution of original SAT scores that were originally on augmented two-digit scales (i.e., discrete scores rounded to either 0 or 5 in the third decimal place). These discrete scores were obtained for all students in the 1990 Reference Group using 35 different editions of the SAT spanning October 1988 to June 1990. The performance of this 1990 Reference Group on the original and recentered scales is described. The effects of recentering on scores of individuals and the 1990 Reference Group are also examined. Finally, recentering did not occur solely on the basis of its technical merit. Issues associated with converting recentering from a possibility into a reality are discussed.     

Organizing A Painting Set-Up For Young Children

The purpose of this study was to compare the perceptions of teacher competence within and among three groups of educators (teachers, college supervisors, and public school administrators) as measured by the interview scales of the Instrument for the Observation of Teaching Activities (IOTA) . Six teachers were interviewed, and the interviews were recorded on video tape. Thirty educators, stratified into three groups, and randomly selected from those trained in use of the Instrument, scored the taped interviews. A reliability coefficient for each group of recorders and for the total of the three groups of recorders was calculated from the statistics generated by a three-way analysis of variance. A two-way analysis of variance was then utilized to test for the significance of differences among the three groups of recorders and within each group of recorders and within all recorders on each individual scale. The major findings and conclusions of this study were as follows: 1.) The reliability coefficients as determined by the three-way analysis of variance for each of the three groups and for the total (30) recorders indicated a difference in perception as follows: administrators, .773; teachers, .618; college supervisors, .952; total (30) recorders, .961; 2.) the interview, normally considered a qualitative tool, can be evaluated with quantitative techniques; and 3.) administrators, teachers, and college supervisors perceive many areas of teacher competence similarly.     

Extrinsic and intrinsic factors in graduation and academic failure among LD college students

A group of 110 LD college students were compared to a random stratified sample (RSS) of 153 peers attending the same moderately selective college between 1980 and 1988. The LD students received comprehensive, highly coordinated support services for at least one semester. The groups were matched on gender, college experience, semester, and year of entry to the college. The LD and RSS groups were compared on high school preparation and performance, ACT and college performance, and graduation and academic failure rate. Although the LD students’ high school records, ACT scores, and college performance were inferior to that of the RSS group, they graduated at the same rate and within the same time frame. Neither was there any significant difference in the academic failure rate. Closer examination of the LD graduates and academic failures’ performance showed that in spite of the similarities in intellectual abilities, academic achievement, and aptitude-achievement discrepancy, two factors differentiated between the LD graduates and non-graduates: oral language abilities and motivation and attitude toward the teaching-learning process. These two factors accounted for 60 percent of the variance in graduation status. This research was supported in part by grants from the Butz and Thorn River Foundations.     

Access,attrition, test scores,and grades of college entrants and persisters: 1965–1973

This study contrasts the distributions of indices of academic abilities and achievements of entering freshmen classes and of classes at the end of the first year of college over an eight-year period. The data reported are based on two groups of students: one comprised of all students who completed the ACT Assessment Program and subsequently enrolled in college, and the other group comprised of all students in the first group completing their first year of college. Data collected show a decline in ACT test scores, an increase in the high school grades of college entrants, and the stability of test scores and increases in college grades of freshmen completing their first year of college.Presented at the American Association of Collegiate Registrars and Admissions Officers National Conference, Minneapolis, Minnesota, April, 1975.     

Substituting SAT II: Subject Tests for SAT I: Reasoning Tests: Impact on Admitted Class Composition and Quality

Using data from a sample of 10 colleges at which most students had taken both SAT I: Reasoning tests and SAT II: Subject tests, we simulated the effects of making selection decisions using SAT II scores in place of SAT I scores. Specifically, we treated the students in each college as forming the applicant pool for a more select college, and then selected the top two thirds (and top one third) of the students using high school grade point average combined with either SAT I scores or the average of SAT II scores. Success rates, in terms of first-year grade point averages, were virtually identical for students selected by the different models. The percentage of African American, Asian American, and White students selected varied only slightly across models. Appreciably more Mexican American and Other Latino students were selected with the model that used SAT II scores in place of SAT I scores because these students submitted subject test scores for the Spanish test on which they had high scores.     

Constructing a Universal Scale of High School Course Difficulty

This study examined the usefulness of applying the Rasch rating scale model (Andrich, 1978) to high school grade data. ACT Assessment test scores (English, Mathematics, Reading, and Science Reasoning) were used as "common items" to adjust for different grading standards in individual high school courses both within and across schools. This scaling approach yielded an ACT Assessment-adjusted high school grade point average (AA-HSGPA) on a common scale across high schools and cohorts within a large public university. AA-HSGPA was a better predictor of first-year college grade point average (CGPA) than the regular high school grade point average. The best model for predicting CGPA included both the ACT composite score and AA-HSGPA.     

A METHODOLOGICAL STUDY OF THE TORRANCE TESTS OF CREATIVITY

The sensitivity of creative thinking as measured by the Torrance Tests with regard to an experimenter-induced response set was investigated. The 198 subjects were divided into four groups. Before performing the Unusual Uses Activity (Verbal Form A), each group was given a unique set of instructions. Group I received standard instructions and acted as a control. Other treatments were varied in terms of the types of responses that were encouraged. Group II was encouraged to be "practical and reasonable"; Group III was encouraged to list "as many ideas" as possible; and Group IV was encouraged to include all "unusual, weird, or illogical" ideas. Discriminant analysis yeilded two significant functions, suggesting that univariate analysis of the Torrance scales of Fluency. Flexibility, and Originality can be misleading. A multivariate Dunnett test showed that Torrance Tests were highly sensitive to brief experimenter manipulation. A very modest induced attitude shift resulted in a shift of up to approximately a standard deviation in the creativity scores.     

Use of standardized test scores to predict success in a computer applications course

The purpose of this study was to see if a relationship existed between American College Testing (ACT) scores (i.e., English, reading, mathematics, science reasoning, and composite) and student success in a computer applications course at a Mississippi community college. The study showed that while the ACT scores were excellent predictors of success, the ACT scores did not predict nonsuccess. Inclusion in the nonsuccess group is only slightly accounted for in the models by use of either ACT composite score or ACT subscores; therefore, there must be other factors that affect the student outcome in the course. However, the odds ratio indicated that for every one point of increase in ACT composite score, a student is 18% more likely to be successful in the computer applications course. Likewise, a student is 11.9% more likely to be successful in the computer applications course for every one point of increase on ACT science reasoning score.     

芬太尼、罗比卡因配伍用于直肠癌术后硬膜外镇痛的临床观察

[目的]研究芬太尼、罗比卡因配伍用于硬膜外术后镇痛的临床效果及不良反应。[方法]ASAI-Ⅱ级择期直肠癌切除术患者60例,按术后硬膜外用药的不同随机分为两组,每组30例、Ⅰ级(观察组)术后硬膜外用药为2ml/h微量止痛泵加入0.2％罗比卡因100ml、芬太尼0.2mg,Ⅱ组(对照组)术后硬膜外用药为2ml/h微量止痛泵中入0.25％布比卡因100ml、芬太尼0.2mg术后行视觉模拟评分(VAS)(Visual analogue scale),BCS(bruggrmann comfort scale)舒适评分并观察不良反应发生情况。[结果]Ⅰ组VAS评分明显低于对照组(P<0.05或P<0.01)。BCS评分明显高于对照组(P<0.05或P<0.01)。两组均无术后不良反应发生。[结论]芬太尼、罗比卡因配伍硬膜持续应用可获得良好的术后镇痛效果。     

Relationships between age and raw score increases on the Kaufman-assessment battery for children

Raw scores on the 16 K-ABC subtests and the total raw scores on the sequential and simultaneous processing scales and the achievement scale were correlated with age in months for two separate samples, each subdivided by race and sex: the K-ABC standardization sample (N = 2000) and an additional group of blacks and whites tested during the development of the K-ABC sociocultural norms (N = 615). Within each sample, the highest and lowest correlations from all race/sex groups were contrasted across all K-ABC subtests and scales. All correlations between age and raw scores were statistically significant (p ⩽ .05). No significant differences occurred in the magnitude of these relationships as a function of race/sex grouping, supporting the construct validity of the K-ABC as a developmental measure of children's aptitude and achievement for blacks, whites, Hispanics, males, and females.     

美国大学入学考试SAT与ACT对我国高考的启示——对我国高考的近期与远期改革建议

美国大学入学考试主要有两种:SAT与ACT。美国大学在选拔新生时强调素质的全面考查,但SAT、ACT等大学入学考试的成绩也至关重要。美国大学入学考试SAT或ACT每年均开展多次,大学入学考试与高校录取工作相对独立地开展,实行"招考分离"。学生亦可报名参加多次SAT或ACT考试,高校以最高成绩为选拔依据。SAT、ACT考试编制的科学化程度较高,试题难度稳定,得到了多数大学的信任。变"一次高考机会"为"多次高考机会",实行"招考分离",是我国高考改革的大势所趋。但具体改革的操作细节应深入研究,谨慎实施,以免发生执行上的偏差。     

BETYDELSEN AV DEN TIDSMÄSSIGA PLACERINGEN AV KUNSKAP OM RESULTATET I ANSLUTNING TILL ÖVNING MED TVÅ TYPER AV INLÄRNINGSMATERIAL

This study was designed to investigate the cross‐cultural similarity of vocational interests as measured by the Strong Interest Inventory. An Icelandic version of the SII was administered to Icelandic college students studying medicine, business, library science, geology, biology, psychology, theology, and nursing. 290 first year students were tested, and 123 students approaching final exams of whom 80 were re‐tested two years later. Reliability coefficients for the scales (occupational themes, interests, occupations and the special scales) varied from 0.79 to 0.89. On the basis of the US norms 74‐83 percent of students were correctly classified into their actual professional group. The results indicate that US norms are valid for Icelandic college students and allow for satisfying prediction of educational and vocational choice. This may indicate that the US norms of the SII could be applicable for other Nordic college students. SII scale scores for all groups indicate identical interest structure for Icelandic and US groups of the same field of study.     

Selection of Safety Patrol Members in Elementary Schools

Abstract

As experimental studies to compare a control group with an experimental group in new mathematics programs were introduced, experimenters became aware that many variables which could have an observable effect on test scores were not being measured. Among these was the student-subject's attiude toward his preparation for the course work under comparison. In order to ascertain a subject's attitude toward his mathematical preparation for college Calculus an attitude scale of the Thurstone type was developed. Students at two institutions in Oklahoma were used to obtain statements regarding their attitude toward their mathematical preparation, and to scale these statements. Two final scales were developed, one with a high face validity, and one with an abstract, research oriented base.     

The relationship between student orientations to college,sat scores,and Rotter I-E scores

Over 2000 undergraduates for whom SAT scores were available completed the Student Orientations Survey (SOS) and the Rotter I-E Control Scale. F tests showed that high SAT-Verbal scores were associated with an Exploratory orientation to college, and low SAT-Verbal scores with a Preparatory outlook. Low SAT-Math scores were associated with three of the Preparatory scales, but also with three of the Exploratory scales of the SOS. In terms of SOS results, individuals with high-Verbal/low-Math scores tended to have an Exploratory orientation and individuals with low-Verbal/high-Math scores were more Preparatory in their outlook toward college. SAT pattern was not associated with Rotter I-E scores. The relationship between I-E scores and SOS scale scores indicated that inner control, as measured by the Rotter scale, does not appear to be synonymous with autonomy and a liking for self-direction. Suggestions for further research into the congruence of students' educational attitudes with institutional philosophies, departmental objectives, and the orientations of instructors were discussed.     

A Comparison of Teachers' Assessment Practices in School Restructuring Models by Year of Implementation

Teachers' assessment practices were investigated in the context of school restructuring in Title I schools. The survey method included questionnaires distributed to teachers in 11 elementary schools in their 1st year of implementation and teachers in 11 elementary schools in their 4th year of implementation. Focus group interviews were conducted with groups of 8-10 teachers at each school. Results indicated that schools in their 4th year of restructuring had significantly higher mean ratings on the alternative assessment items than did schools in their 1st year of restructuring. These differences were significant for portfolios and student self-assessments. There were significant, positive correlations between scores on the alternative assessment scale with scores on the pedagogical change and student outcome scales. The qualitative data also suggested an increase in teachers' use of alternative assessment strategies and the development of rubrics to evaluate these assessments. There were more responses indicating changes in assessment among teachers in their 4th year of restructuring than among teachers in the 1st year. The qualitative data further indicated that teachers were concerned with the incompatibility between the alternative, authentic models advocated in the restructuring models and the district and state accountability systems that relied on standardized objective tests.     

不同抑郁水平大学生的情绪加工特点

目的:考察不同抑郁水平大学生的情绪加工特点,从而为设计有针对性的干预措施提供科学依据。方法:采用中文版情绪加工量表对不同抑郁水平大学生进行调查,并与正常对照组进行比较。结果:轻度抑郁组和中重抑郁组在情绪加工总分及其下属因子上的得分均显著高于正常对照组;情绪失调、情绪回避、体验枯竭和加工不足能有效预测正常对照的抑郁水平、情绪回避能有效正向预测轻度抑郁组的抑郁水平、情绪失调能有效正向预测中重抑郁组的抑郁水平。结论:抑郁大学生存在情绪加工的问题,且不同抑郁水平大学生的情绪加工呈不同特点。     

达特茅斯学院教育捐赠特色研究

当前我国高校普遍面临着教育经费短缺的问题,这已成为困扰高校长期发展和高等教育事业进步的主要障碍。因此,探求多元化的教育经费财政来源,成为当前国内高校实现可持续发展的必由之路。本文从达特茅斯学院教育捐赠发展现状、捐赠主体、获赠形式、捐赠监管机制几个方面,对其教育捐赠特色进行分析研究,以期为我国高等教育捐赠事业的可持续发展提供借鉴。