The Slosson as a predictor of Wide Range Achievement Test performance

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test, using the Slosson Intelligence Test For Children and Adults as the predictor. Ninety-five children referred for psychological evaluations in a five-county area in southeastern Nebraska were given both instruments, and a regression analysis was conducted where the Slosson IQ scores were separately regressed on Reading, Spelling and Arithmetic standard scores from the Wide Range Achievement Test. The results indicated that the Slosson IQ significantly predicts Wide Range standard scores. Derived regression equations are reported.     

A primer-test centered equating method for setting cut-off scores

This study evaluated the use of a new primary field test method based on test equating to address inconsistent classification among field tests. We analyzed students' information on the Progressive Aerobic Cardiovascular Endurance Run (PACER), mile run (MR), and VO2max from three data sets (college: n = 94; middle school: n = 39; elementary school: n = 96). Using the college and elementary school data, the equivalent relationship between PACER and MR scores was first established by the Kernel equating method. This yielded MR scores derived from PACER (mile run PACER equated [MR PEQ]), which were used to predict maximal oxygen uptake (VO2max) and classify students according to the FITNESSGRAM Healthy Fitness Zones. We compared the results to the predictions and classifications based on measured VO2max, MR and PACER-predicted VO2max and cross-validated the relationships using the middle school data. We found the test conversion to be accurate and that the MR PEQ scores functioned similarly to the original MR scores. Both performed better than the original PACER scores in predicting VO2max and classifying students. The middle school data generally supported these results. The proposed method is accurate and effective in setting a new field test onto the same scale of a primary field test and determining its cut-off scores.     

Educating Human Resource Development Leaders At The University Of Texas At Austin: The Use Of Action Learning To Facilitate University-Workplace Collaboration

Human resource development professionals are increasingly being called on to move beyond their technical roles and to bring their knowledge of the human dimension of organizations to leadership roles. Taking into account the challenges of a rapidly changing world, I redefine leadership and then describe how the university and program participants' workplaces collaborate to help learners develop the necessary leadership skills. The difficulties and rewards of implementing an action learning program as a part of a graduate degree are explored. Some of the difficulties addressed include differences between the cultures of universities and the workplace, an incompatibility between action learning and the kind of learning traditional to universities, and the challenges to the habitual behavioral, emotional, and thought processes of both faculty and students. Some of the rewards include the solution of difficult problems in work organizations, advancement of learners' careers, and the development of more effective learning strategies by both faculty and students.