The revised test of visual-motor integration: Its relation to the test of visual-motor integration and bender visual-motor gestalt test for regular education students

Comparisons were made among three tests of visual-motor integration: The Revised Test of Visual-Motor Integration (VMI-R), the Test of Visual-Motor Integration (VMI), and the Bender Visual-Motor Gestalt Test (BG). BG age equivalent scores were significantly higher than those obtained for either the VMI-R or VMI. Although the BG age scores were greater than the respective chronological age, such was not the case when CA was compared to either the VMI-R or VMI. The VMI-R yielded higher scores than did the VMI. Highly significant correlations were found among all variables.     

Factor structure evidence for developmental levels of perceptual processing on the developmental test of visual-motor integration

Beery's Developmental Test of Visual-Motor Integration was individually administered to 193 school-age children. Test protocols were factor analyzed by a principal component solution. Four factors were obtained, indicating that the test does not measure a unitary dimension of perceptual-motor development, but rather four distinct levels or stages for the age range of children investigated. The structural features of the designs that make up the test were used to define the factors. It is argued that a more useful interpretation of performance on this test would be one that designates visualmotor processing in terms of levels, not age equivalents.     

The use of the developmental test of visual-motor integration as a group screening instrument

This article investigates teacher use of the Developmental Test of Visual Motor Integration (VMI) as a screening instrument with groups of young school-age children. Individual vs. group administrations of the VMI yielded comparable scores for kindergarten children. In addition, the scoring agreement between instructional staff (first-grade teachers and resource teachers in the area of Learning Disabilities) and a school psychology extern was investigated. Correlational data yielded only a fair degree of agreement (0.68 to 0.73); this finding coupled with the concerns of teachers regarding the clarity of scoring criteria statements argues for some refinement of the scoring system in order to improve consistency in scoring.     

Effects of race and social class on preschool performance on the developmental test of visual-motor integration

The visual-motor integration of preschool children who varied in terms of race, sex, and socioeconomic status was assessed using the Beery-Buktenica Test of Visual-Motor Integration (VMI). An analysis of covariance revealed that there were significant main effects for race, sex, and socioeconomic status. Since, at the three- and four-year level, the VMI was normed only on white suburban children, the results of this study seemed to indicate the need for norms for black children at the preschool level. Thus, the second part of this paper reports normative data for black preschool children on the VMI.     

Expanded Koppitz scoring system of the bender gestalt visual-motor test for adolescents: A pilot study

The current research represented a pilot study to assess the use of the Bender Gestalt Visual-Motor Test with school-age adolescents over 11 years of age. Research regarding the accuracy of the hypothesis that visual-motor integration functioning is normally intact by age 11 was presented. In addition, initial data to extend the Koppitz scoring system of the Bender for ages 11 years, 6 months through 15 years, 11 months was proposed. Mean error scores from the pilot study suggested that visual-motor development is not maturationally complete by age 11 years, 11 months. Additional research focusing on extending the normative sample or developing a new scoring system for adolescents is suggested.     

The reliability of test scores for the pervasive developmental disorders rating scale

The Pervasive Developmental Disorders Rating Scale (PDDRS; Eaves, 1993) is a screening instrument used in the assessment of autistic disorder. In this study, the reliability of test scores for the PDDRS was examined with three samples. The first sample consisted of 456 participants ranging in age from 1 to 12 years old and the second sample consisted of 111 participants in the 13 to 24 year‐old range. Additionally, the test‐retest reliability of scores for the PDDRS was examined with a sample of 40 participants. The results indicated that coefficient alpha for the PDDRS Total Score was adequate for screening purposes (r = .89) for both age groups. The results of the test‐retest study also suggested that PDDRS had adequate test‐retest reliability (r = .92) for the PDDRS Total Score. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 605–611, 2002.     

The need-threat analysis: A scoring system for the children's apperception test

The study of childhood stress provides a useful perspective for assessing children's emotional status. Thematic projective techniques, like the Children's Apperception Test (CAT), may be useful in exploring children's perception of stress. For this purpose, a need-threat analysis is recommended to identify those underlying needs and threats that are likely to make a particular event or situation important, and hence potentially stressful, to an individual child. This paper introduces a scoring system for the CAT based on the analysis of thematic data in terms of five need-threat binaries, which serve as scoring categories. Preliminary data on reliability are presented.     

Evaluating the reliability of a detailed analytic scoring rubric for foreign language writing

The demand for valid and reliable methods of assessing second and foreign language writing has grown in significance in recent years. One such method is the timed writing test which has a central place in many testing contexts internationally. The reliability of this test method is heavily influenced by the scoring procedures, including the rating scale to be used and the success with which raters can apply the scale. Reliability is crucial because important decisions and inferences about test takers are often made on the basis of test scores. Determining the reliability of the scoring procedure frequently involves examining the consistency with which raters assign scores. This article presents an analysis of the rating of two sets of timed tests written by intermediate level learners of German as a foreign language (n = 47) by two independent raters who used a newly developed detailed scoring rubric containing several categories. The article discusses how the rubric was developed to reflect a particular construct of writing proficiency. Implications for the reliability of the scoring procedure are explored, and considerations for more extensive cross-language research are discussed.     

The kinetic family drawing: The reliability of an objective scoring system

This study shows that it is possible for an objective scoring system to be developed for the KFD with high interjudge reliability. Since interrater reliabilities tend to be high, it appears that differences in drawings may be due to a child's mood changes, rather than to the instability of the instrument.     

The visual motor integration test: High interjudge reliability,high potential for diagnostic error

Extending Pryzwansky's (1977) work on the Developmental Test of Visual Motor Integration (VMI), this paper investigated scoring agreement among three levels of increasingly better trained VMI diagnosticians. Correlational data demonstrated high interexaminer reliabilities (.92, .93, and .98) between groups of Consumers (Special Education undergraduates), Experts (doctoral Psychology students), and Consensus-Judges (experienced school psychologists) in their scoring of 39 subject protocols. However, gross errors in precision were discovered after the raw scores had been converted into the VMI age equivalent scores: fully 56% of the assigned age equivalent scores resulted in discrepancies of at least one year of age. These findings indicate that, despite high interexaminer reliabilities, great caution must be exercised when children are evaluated or placed by virtue of their age equivalent scores.     

A comparative analysis of the Bender-Gestalt and beery/buktenica tests of visual-motor integration as a function of grade level for regular education students

One hundred twenty-five randomly selected regular education students in grades kindergarten through three were administered the Bender-Gestalt and Beery/Buktenica tests of visual-motor integration. Significant differences between the mean Bender and Beery age equivalent scores at each grade level were found. Correlation coefficients ranged from.21 at the kindergarten level to.71 for the total group and were significant at the first and second grade, as well as for the total group. Implications for their utilization in assessing fine motor readiness development, particularly as they apply to the identification of learning disabilities, are discussed.     

The impact of the scoring system of a large-scale standardized EFL writing assessment on its score variability and reliability: Implications for assessment policy makers

Using generalizability (G-) theory and rater interviews as research methods, this study examined the impact of the current scoring system of the CET-4 (College English Test Band 4, a high-stakes national standardized EFL assessment in China) writing on its score variability and reliability. One hundred and twenty CET-4 essays written by 60 non-English major undergraduate students at one Chinese university were scored holistically by 35 experienced CET-4 raters using the authentic CET-4 scoring rubric. Ten purposively selected raters were further interviewed for their views on how the current scoring system could impact its score variability and reliability. The G-theory results indicated that the current single-task and single-rater holistic scoring system would not be able to yield acceptable generalizability and dependability coefficients. The rater interview results supported the quantitative findings. Important implications for the CET-4 writing assessment policy in China are discussed.     

Gifted children and visual-motor development: A comparison of Bender-Gestalt and VMI test performance

A sample of 63 gifted elementary-school students was administered the Bender Visual-Motor Gestalt Test and the Developmental Test of Visual-Motor Integration for comparative purposes and to test Koppitz hypothesis that gifted students have advanced visual-motor development. Group results revealed no significant differences between the two tests, that they did correlate significantly, and that younger students in particular had advanced visual-motor development when tested using these two tools.     

Birkhoff系统积分的新方法

将Vujanovi(c)提出的用于积分完整非保守系统动力学方程的梯度法思想移植到Bitkho行系统,给出了Birkhoff系统积分的一种新方法.首先,列写出Birkhoff系统的运动微分方程;其次,将2n个Birkhoff变量分成2部分,并假设其中一部分变量是其余变量及时间的函数,由此建立拟线性的基本偏微分方程组;如果...     

例析生物学原创性试题的设计

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