Students’ Energy Concepts at the Transition Between Primary and Secondary School

Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students’ progression in understanding the energy concept in biological contexts at the transition from primary to lower secondary school by employing a quantitative, cross-sectional study in grades 3–6 (N?=?540) using complex multiple-choice items. Based on a model developed in a previous study, energy concepts were assessed along four aspects of energy: (1) forms and sources of energy, (2) transfer and transformation, (3) degradation and dissipation, and (4) energy conservation. Two parallel test forms (A and B) indicated energy concept scores to increase significantly by a factor of 2.3 (A)/1.7 (B) from grade 3 to grade 6. Students were observed to progress in their understanding of all four aspects of the concept and scored highest on items for energy forms. The lowest scores and the smallest gain across grades were found for energy conservation. Based on our results, we argue that despite numerous learning opportunities, students lack a more integrated understanding of energy at this stage, underlining the requirement of a more explicit approach to teaching energy to young learners. Likewise, more interdisciplinary links for energy learning between relevant contexts in each science discipline may enable older students to more efficiently use energy as a tool and crosscutting concept with which to analyze complex content.     

An analysis of the factor structure of the WISC-R and the effect of color on the coding subtest

The Wechsler Intelligence Scale for Children-Revised was administered to 76 subjects from 8–0 to 16–11 years. All subjects were students from rural school districts in southwest Minnesota, and were referred to a consulting school psychologist for various learning problems. The subtest scores for each subject were factor analyzed, using a principal-factor method. Three factors were found consistent with previous research, although there were mild positive loadings of all subtests except Coding on the two primary factors, suggesting that the test items measure a consistent ability such as Spearman's g. In the second aspect of the study, each subject's results on the old and new color formats of the Coding B subtest were compared. No order effects were found, and there was a highly significant difference in raw score and scaled score favoring the color format. This suggests the possibility of a color enhancement effect, at least with students having learning problems. Caution is advised for interpreting coding scores as an index of distractibility as recommended in the literature, if the subject has color-deficient vision.     

Causal attributions of success and failure on WISC-R subtests by high and low achievers

Students referred by teachers for a gifted program and students referred for evaluation because of learning difficulties were asked a series of questions about their highest and lowest subtest scores on the WISC-R. Both groups tended to view Performance subtests as best, and the correlations between particular subtests perceived as best or worst and actual scores were significant. For free response attributions, no students ascribed success or failure to luck, and very few mentioned effort. High-achieving students credited ability as most responsible for their best subtest. No significant difference between the groups was found, however, when students rated the relative importance of ability, effort, task difficulty, and luck. Equal proportions of students in both groups expressed preferences for continued work on their best or worst subtest.     

Comparison of the K-ABC and PPVT-R with Head Start Chidren

The relationship between the new Kaufman Assessment Battery for Children (K-ABC) and the Revised Peabody Picture Vocabulary Test (PPVT-R) Forms L and M was explored for a sample of 30 predominantly black Head Start children. The highest correlations occurred between the K-ABC Achievement Scale and the PPVT-R. The K-ABC Expressive Vocabulary subtest correlated moderately highly with PPVT-R Form L, while the K-ABC Riddles subtest correlated moderately highly with PPVT-R Form M. Mean standard scores for the K-ABC Scales and subtests ranged from 11 to 20 points higher than those obtained on the PPVT-R. It would not appear redundant to administer the PPVT-R in addition to the K-ABC when one needs a receptive vocabulary measure.     

Testing: Exploring the WISC‐III as a measure of giftedness∗

This study investigated patterns of WISC‐III IQ subtest scores for gifted children. Subtest scatter of WISC‐III scores occurred with greater frequency in a gifted sample than for subjects reported in the test manual's normative sample. Variability from the subtest mean of the gifted was most evident on Similarities, Comprehension, Coding, and Symbol Search. The extent of subtest scatter and its pattern on the WISC‐III was similar to typical patterns of highs and lows found for gifted children on the WISC‐R with one notable exception. There was a marked lack of strength in Block Design, previously seen as a peak subtest for gifted students when assessed with the WISC‐R.     

An investigation of the Iowa tests of basic skills for sex bias: A developmental look

Results of the Vocabulary, Reading Comprehension, and Mathematics Concepts subtests for third-, sixth-, and eighth-grade students who took Form 5 of the Iowa Tests of Basic Skills in the 1976 school year were analyzed for sex bias. Statistical significance was found for each subtest for all of the grade levels. Follow-up analyses considered skill classification, sex-stereotypicalness, and item location of the items contributing to the statistical significance. No trends for these factors were found within each grade level for the four subtests considered. For all subtests, fewer items are identified at the third-grade level than for sixth or eighth grade, and these items, in general, favored boys. For the older students, when items are found to function differently for boys and girls, nearly half favor each sex. On the whole, little evidence for sex bias was found for the four subtests and three grade levels examined.     

Assessment of critical thinking ability in medical students

In this study conducted with 80 first‐year students in a graduate medical course at the Australian National University, Canberra, students’ critical thinking skills were assessed using the Watson‐Glaser Critical Thinking Appraisal (Forms A and B) in a test‐retest design. Results suggested that overall subjects retained consistent patterns of ability in critical thinking over the year. Subjects aged 30 years and over were more likely to perform better on the tests than subjects aged under 30. However, there was a significantly lower group mean on Form B than on Form A. Subjects with an above‐mean score on Form A, or subjects aged 30 years and over, were more likely to be associated with a reduced score on Form B than were subjects with a below‐mean score on Form A, or aged less than 30 years. In motivational terms, it is suggested that subjects who had more highly developed critical thinking skills, and older subjects, conducted a more realistic effort/reward analysis before the administration of Form B, and were less willing to put effort into a test that was not an assessable component of their medical school curriculum, than were other students. For the design of assessment items in higher education, this would suggest that assessment weightings need to reflect accurately the size of the reward, or possible outcome, of completing those assessments if students are to work to their ability.     

On the Stability of Students'Rules of Operation for Solving Arithmetic Problems

The purpose o f this study was to examine the consistency with which students applied procedural rules for solving signed-number operations across identical items presented in different orders. A test with 64 open-ended items was administered to 161 eighth graders. The test consisted o f two 32-item subtests containing identical items. The items in each subtest were in random order. Students'responses to each subtest were compared with respect to the identified underlying rules o f operation used to solve each problem set. The results indicated that inconsistent rule application was common among students who had not mastered signed-number arithmetic operations. In contrast, mastery level students, those who use the right rules, show a stable pattern o f rule application in signed-number arithmetic. These results are discussed in light of the hypothesis testing approach to the learning process.     

DETECTING IMPACTS OF CURRICULAR DIFFERENCES IN ACHIEVEMENT TEST DATA

Standardized tests are designed to measure broad goals. But many professionals have been concerned with the lack of fairly specific matches between items (or objectives) on a test and the curriculum (instruction). This study assessed the differences in standardized test scores resulting from curricular differences in two school systems. The degree of curriculum-test match for reading and math in grades 3 and 6 was based on ratings of that match by qualified district personnel. Further, results of using different textbook series were analyzed. The dependent variables of test and subtest scores were analyzed using a two-factor MANCOVA where textbook series and school personnel ratings were the two factors, and pretest scores and percent eligible for Aid to Families with Dependent Children (AFDC) were the covariates. None of the multivariate F tests were significant at the .05 level. It was concluded that neither the curricular match as judged by district personnel or the textbook series used had a significant impact on standardized test scores.     

Analyzing difficulties with mole-concept tasks by using familiar analog tasks

This study was conducted to determine which skills and concepts students have that are prerequisites for solving moles problems through the use of analog tasks. Two analogous tests with four forms of each were prepared that corresponded to a conventional moles test. The analogs used were oranges and granules of sugar. Slight variations between test items on various forms permitted comparisons that would indicate specific conceptual and mathematical difficulties that students might have in solving moles problems. Different forms of the two tests were randomly assigned to 332 high school chemistry students of five teachers in four schools in central Indiana. Comparisons of total test score, subtest scores, and the number of students answering an item correctly using appropriate t-test and chi square tests resulted in the following conclusions: (1) the size of the object makes no difference in the problem difficulty; (2) students understand the concepts of mass, volume, and particles equally well; (3) problems requiring two steps are harder than those requiring one step; (4) problems involving scientific notation are more difficult than those that do not; (5) problems involving the multiplication concept are easier than those involving the division concept; (6) problems involving the collective word “bag” are easier to solve than those using the word “billion”; (7) the use of the word “a(n)” makes the problem more difficult than using the number “1”.     

Assessing the Emotional Intelligence of Gifted and Talented Adolescent Students in the Kingdom of Bahrain

This study assessed the differences in the emotional intelligence of gifted adolescent students and talented adolescent students in Bahrain. The sample consisted of 80 gifted adolescent students and 80 talented adolescent students in Grades 9 through 12. A multivariate analysis of variance (MANOVA) indicates that there were significant differences in emotional intelligence levels, as measured by the Bar-On Emotional Quotient Inventory, between gifted students and talented students in Bahrain in the direction of gifted students. There were differences between the gifted and the talented students in intrapersonal, adaptability, general mood subtest, and total emotional intelligence scores. Finally, gifted males had higher total emotional intelligence scores than gifted females; talented females had higher interpersonal scores than talented males.     

Putting Standardized Tests and Scales to Practical Use in the Rural Schools

ABSTRACT

The authors compared the performance of third-grade students testing on answer sheets with those testing on machine-scored test booklets. The 1,832 students in the nationally representative sample were assigned at the campus level to complete the Stanford Achievement Test Series, Tenth Edition in 1 of 4 conditions: (a) Form A answer sheet, (b) Form A booklet, (c) Form B answer sheet, and (d) Form B booklet. After controlling for scholastic ability, no significant differences in performance on total reading, total mathematics, and total language strands were found between students using booklets and those using answer sheets. The results of this study provide no evidence to support the need to use separate test booklets with general education third-grade students. States may consider using separate answer sheets with these students to realize potential cost and schedule efficiencies.     

A Comparison of Alternative Matching Strategies for DIF Detection in Tests That Are Multidimensional

Most currently accepted approaches for identifying differentially functioning test items compare performance across groups after first matching examinees on the ability of interest. The typical basis for this matching is the total test score. Previous research indicates that when the test is not approximately unidimensional, matching using the total test score may result in an inflated Type I error rate. This study compares the results of differential item functioning (DIF) analysis with matching based on the total test score, matching based on subtest scores, or multivariate matching using multiple subtest scores. Analysis of both actual and simulated data indicate that for the dimensionally complex test examined in this study, using the total test score as the matching criterion is inappropriate. The results suggest that matching on multiple subtest scores simultaneously may be superior to using either the total test score or individual relevant subtest scores.     

A Bifactor Analysis for a Mode-of-Administration Effect

This study investigated the usefulness of the bifactor model in the investigation of score equivalence from computerized and paper-and-pencil formats of the same reading tests. Concerns about the equivalence of the paper-and-pencil and computerized formats were warranted because of the use of reading passages, computer unfamiliarity of primary school students, teacher versus computer administration of the tests, and slightly lower scores on the computerized format than on the paper-and-pencil format across all 4 grades. A confirmatory item factor analysis implemented through the bifactor model in TESTFACT indicated that the best-fitting model had a general factor as well as skill-group factors. This model was more consistent with the data than a model with 2 method factors, paper-and-pencil and computer administration. In addition, the general and skill factor loadings for most of the items were reasonable. Although several instances of negative loadings were found for items on the skill factors, these did not appear to have any practical importance. As a result, the bifactor model proved useful for studying paper-and-pencil and computerized score equivalence because of the reasonable results and delineation of loadings for the method and skill factors at the item level as well as for the general factor.     

A CROSS-VALIDATION STUDY OF THE ITEM ORDERING OF THE PEABODY PICTURE VOCABULARY TEST1

A subset of the items of both forms of the Peabody Picture Vocabulary Test (PPVT) was administered to a sample of 452 fourth-, fifth- and sixth-grade students. This sample of students was randomly divided into two equal subgroups. Item difficulty indices were calculated for each of the two subsamples for each of the two forms of the test. Data obtained from the first subsample were used to evaluate the published ordering of items of Forms A and B of the PPVT and to reorder the items according to the empirically derived item difficulties. The second subsample was used as a cross-validation sample to evaluate the empirically derived reordering of items. The results of the cross-validation of the reordering indicate a substantial and significant increase in the validity of the item orderings for this subset of items on both forms of the PPVT. Therefore, this new ordering may yield a more accurate estimate of the intelligence of average and above students in the fourth-, fifth-, and sixth-grades than the present, published ordering of items.     

The influence of humorous atmosphere on divergent thinking

Two studies investigating the influence of a humorous atmosphere on students' creativity scores are presented. In the first study 78 adolescents were shown humorous film clips and given a task requiring them to write captions for cartoons. A creativity test was subsequently administered to these students and to a control group. In the second study, Form A of the Torrance creativity test (TCT) with standard instructions was given to 130 adolescents. These were then divided into two groups, one experimental and one control. The experimental group was instructed to complete Form B of the TCT with humorous responses, while the control group was instructed to proceed as before. Results of both experiments showed that a humorous atmosphere significantly increases creativity scores. Several explanations for the findings were proposed and the practical applicability of the results in education were stressed.     

Diagnostic utility of the number of Wisc‐III subtests deviating from mean performance among students with learning disabilities

This paper examined the diagnostic utility of subtest variability, as represented by the number of subtests that deviate from examinees' mean IQ scores, for identifying students with a learning disability (LD). Participants consisted of the 2,200 students in the WISC‐III normative sample and 684 students (Mdngrade = 5; Mage = 10.8) identified as LD. The number of subtests deviating from examinees' Verbal, Performance, and Full Scale IQ by ±3 points for normative and exceptional samples were contrasted via Receiver Operating Curve (ROC) analyses. Results indicated that LD students did not differ from normative sample children at levels above chance. It was concluded that deviation of individual subtest scores from mean IQ scores has no diagnostic utility for hypothesizing about students with learning disabilities. © 2000 John Wiley & Sons, Inc.     

DETECTING EXPERIMENTALLY INDUCED ITEM BIAS USING THE ITERATIVE LOGIT METHOD

A test for mental arithmetic was constructed, consisting of items written in Dutch (the subjects' native language), Spanish, and Roman numerals. A group of 286 subjects received some information on Spanish numerals. The group was randomly split into a Spanish Group and a Roman Group. The Spanish Group received further instruction on Spanish numerals, while the Roman Group got instruction on Roman numerals. Checks on the experimental manipulations showed that the Spanish Group had better knowledge of Spanish numerals than the Roman Group, whereas the Roman Group had better knowledge of Roman numerals. From the total test two subtests were constructed: a 30-item Dutch/Spanish subtest (15 items in Dutch and 15 in Spanish), and a 25-item Dutch/Roman subtest (15 items in Dutch and 10 in Roman). The Dutch items were unbiased between the Spanish and Roman groups, whereas the Spanish items of the Dutch/Spanish subtest were biased against the Roman Group, and the Roman items of the Dutch/Roman subtest were biased against the Spanish Group. The iterative logit method was applied to the two subtests. The method showed very good results in detecting biased items.     

ALLOCATION OF ITEMS AND EXAMINEES IN ESTIMATING A NORM DISTRIBUTION BY ITEM-SAMPLING

A norm distribution consisting of test scores received by 810 college students on a 150 item dichotomously-scored 4-alternative multiple-choice test was empirically estimated through several item-examinee sampling procedures. The post mortum item-sampling investigation was specifically designed to manipulate systematically the variables of number of subtests, number of items per subtest, and number of examinees responding to each subtest. Defining one observation as the score received by one examinee on one item, the results suggest that as the number of observations increases beyond 1.23% of the data base all procedures produce stochastically equivalent results. The results of this investigation indicate that, in estimating a norm distribution by item-sampling, the variable of importance is not the item-sampling procedure per se but is instead the number of observations obtained by the procedure. It should be noted, however, that in this investigation the test score norm distribution was approximately symmetrical and the possibility should not be overlooked that item-sampling as a procedure may be robust only for symmetrical norm distributions.     

Technical characteristics of the peabody individual achievement test as a function of item arrangement and basal and ceiling rules

The effects that item order and basal and ceiling rules have on test means, variances, and internal consistency estimates for the PIAT mathematics and reading recognition subtests were examined. Seven items on the math subtest and one item on the reading recognition subtest were significantly easier or harder than their test placement indicated. The use of basal and ceiling rules had a pronounced effect on the means, variances, and reliabilities on the multiple choice math subtest, while the rules' effects on the reading recognition subtests were minor. Item order also affected scores on the math subtest.