A conceptual overview of the regression discrepancy model for evaluating severe discrepancy between IQ and achievement scores

A conceptual overview of the Regression Discrepancy Model (RDM) for determining severe discrepancy between IQ and achievement scores is presented in order to enhance understanding of the model without the use of the complex mathematical equations that constitute the model. The six specific goals of the RDM are identified, and figures illustrate the manner in which the model accomplishes each goal. Figures are also provided from a RDM computer output showing the basic outcomes of the model. Advantages and disadvantages of the RDM are discussed to further promote understanding of the model.     

Do not confuse the flow of behavior and accomplishments with the variables that influence it

Note: This commentary is part of an ongoing dialogue that began in the October 2011 Performance Improvement special issue entitled Exploring a Universal Performance Model for HPT: Notes From the Field.     

Identifying children with specific reading disabilities from listening and reading discrepancy scores

A method of identifying children with specific reading disabilities by identifying discrepancies between their reading and listening comprehension scores was validated with disabled and nondisabled readers in Grades 4, 5, and 6. The method is based on a modification of the reading comprehension subtest of the Peabody Individual Achievement Test (Dunn & Markwardt, 1970). In this modification, even-numbered sentences are read by subjects, and odd-numbered sentences are read by the test administrator as subjects listen. The features of this test that reduce demands on working memory, thereby making it suitable for the detection of a discrepancy between reading and listening comprehension in readers with disabilities, are discussed. A significant group-by-modality interaction was obtained. Children with reading disabilities scored significantly lower on reading than on listening comprehension, while nondisabled readers scored slightly higher, but not significantly so, on reading than on listening comprehension. The appropriateness of this method as a substitute for the traditional method, which is based on the detection of a discrepancy between intelligence and reading and which has recently been proscribed in certain school districts, is discussed. Issues concerning the listening comprehension skills of disabled readers are also discussed.     

A model for increasing decision making potential through standardized test scores

The development of a model for more effective usage of group administered standardized tests is developed. The primary assumption is that summary data from these instruments are not used in curricular decisions for groups larger than the classroom unit, and a method is illustrated which uses item groupings from subtests allowing a more effective use of the data for program and curricular decisions. Several cautions are presented with respect to data usage in the recommended fashion, i. e., item data usually have low reliability coefficients, and criterion levels which identify problems in the curriculum are difficult to establish.     

关于75～85分成绩段情况调查的报告——兼谈影响普通话水平测试成绩的主客观因素

本分析了问卷调查和试卷调查的材料。用教学方法计算出广西普通话水平测试的各题分数的分布区间。再进一步考察出各题的稳定性：第四题“说话”最稳定，第三题“朗读”次之，第一题“读单字”次之，最不稳定的是第二题“读词语”。从稳定性的角度提出影响普通话水平测试成绩的主客观因素。     

A study of the long-term stability of GRE general test scores

Some applicants for admission to graduate programs present Graduate Record Examinations (GRE) General Test scores that are several years old. Due to different experiences over time, older GRE verbal, quantitative, and analytical scores may no longer accurately reflect the current capabilities of the applicants. To provide evidence regarding the long-term stability of GRE scores, test-retest correlations and average change (net gain) in test performance were analyzed for GRE General Test repeaters classified by time between test administrations in intervals ranging from less than 6 months to 10 years or more. Findings regarding average changes in verbal and quantitative test performance for long-term repeaters (with 5 years or more between tests), generally, and by graduate major area, sex, and ethnicity, appeared to be consistent with a differential growth hypothesis: Long-term repeaters generally, and in all of the subgroups, registered greater average (net) score gain on verbal tests than on quantitative tests and, for subgroups, the amount of gain tended to vary directly with initial means. A rationale is presented for a growth interpretation of the observed average gains in test performance. Implications for graduate school and GRE Program policies regarding the treatment of older test scores are considered.     

Statistically significant differences between subtest scores on the test of reading comprehension

The authors contend that erroneous conclusions concerning intraindividual strengths and weaknesses may result when comparing scaled scores on subtests of The Test of Reading Comprehension. Examination of scaled scores may seem to indicate that a given student has performed better on one subtest than on another when, in reality, the difference between the two scores is not statistically significant. The authors present a table in which statistically significant differences between subtest scaled scores are identified. Use of the table enables more precise determination of intraindividual strengths and weaknesses.     

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 influence of examiners' ethnic attributes on intelligence test scores

The study investigated the effect of examiners' ethnicity on the intelligence test performance of Anglo and Mexican-American subjects. Two verbal subtests of the WISC and the Raven Progressive Matrices, a nonverbal intelligence test, were administered by two Anglo and two Mexican-American examiners. All subjects (N=96) were given half the items of each test by an Anglo and half by a Mexican-American examiner. On two of the three tests, the subjects' performance was unaffected by examiner's ethnic attributes. On the WISC Vocabulary, however, Mexican-American subjects scored significantly higher when the test was administered by Mexican-American examiners. The generalizability of these results and their implications for learning in schools are discussed.     

利用SPSS对《现代教育技术》成绩的分析应用

利用现代教育统计的有关理论和原理,尝试运用SPSS软件对《现代教育技术》课程成绩进行分析和总结。     

The relationship between self reports of college experiences and achievement test scores

This study evaluated the feasibility of using students' self reports of the academic development and college experiences as proxies and policy indicators for a national assessment of undergraduate education. Results indicated that self reports of academic development should be used with care as proxies for a national test. Particularly important are issues of content overlap and differences in the measurement methods. Results from the second part of this study supported using self reports of college experiences as policy indicators to improve undergraduate education.Paper presented at the annual forum of the Association for Institutional Research, New Orleans, May 1995.     

Relationship of WPPSI and subsequent metropolitan achievement test scores in head-start children

The MAT was administered to 35 original Head-Start children 3–4 years after initial WPPSI testing. WPPSI verbal IQ did not correlate significantly with any of the subject areas of the MAT, while Performance IQ correlated only moderately with mathematical components of the MAT (r = .42 – .52).     

Changes in student populations and average test scores of Dutch primary schools

This article focuses on the relation between student population characteristics and average test scores per school in the final grade of primary education from a dynamic perspective. Aggregated data of over 5,000 Dutch primary schools covering a 6-year period were used to study the relation between changes in school populations and shifts in mean test scores. Path analysis findings indicate that changes in student populations bring about instant changes in school averages. However, the impact of these changes is strongly mitigated by the effects of school results in the past. This reveals long-lasting effects of student population characteristics via past performance and explains the relative stability in raw output measures over time to a considerable extent.