A PROBLEM IN CALCULATING GROUP SCORES ON NORM-REFERENCED TESTS

Norm-referenced standardized achievement tests are designed, and commonly used, for obtaining group scores. Various methods are used to calculate and express group scores in terms of common derived scores, such as percent ile ranks. Publishers' scaled scores are ordinarily used in these procedures, with the result that the group scores can possess anomalous characteristics. The group scores can vary widely, depending on not only the measure of central tendency but also the type of derived score employed. A reason for this situation is hypothesized to be the use of inappropriate statistical procedures to develop publishers' scaled scores. Practitioners need to be aware of this problem and to document their procedures when calculating and reporting group scores. Test publishers are urged to avoid the use of scaling procedures that are seen as responsible for this problem.     

SCRAMBLING CONTENT IN ACHIEVEMENT TESTING: AN APPLICATION OF MULTIPLE MATRIX SAMPLING IN EXPERIMENTAL DESIGN

This study was designed to research the question of scrambling item content in the construction of achievement tests, so that very general implications could be drawn for both examinee and item populations. To achieve this generality, the methodology of multiple matrix sampling was combined with a simple two group experimental design: a random group of 8th graders responded to mathematics, science, social studies, reading, and language arts achievement items organized in a scrambled (random) test format, while another random group responded to the same items organized in a fixed (segregated by subject matter) test format. The results indicated that scrambling cognitive test items has minimal or no effect on mean examinee test performance or on any of the other parameters included in the analysis.     

What's Wrong with Private Schools

The aim of this article is to demonstrate the respects in which private schools are unfair, and why they pose a threat to the well‐being of not only those who are excluded on financial grounds, but to democratic equality and social cohesion in general. The shortcomings associated with relying on a form of educational provision that is merely ‘adequate’ are rendered explicit, and the article concludes with a consideration of a variety of measures that might go some way towards nullifying the harmful effects of private schools, the objections to which are sufficiently strong as to warrant a prima facie case for the abolition of such schools.     

Personal Factors,Education and the Effectiveness of Professional Engineers

This investigation examines the career development of a sample of engineers from pre-degree to, in many cases, post-chartered status. Their personal and academic characteristics are evaluated and linked to their effectiveness as professional engineers, as measured by salary rewards. Although these personal and academic factors are commonly believed to be an important component of industrial effectiveness and a valid predictor of future performance, they appear to have only a marginal influence and questionable value as predictive mechanisms. None the less, the study gives insight into the personal motivations and aspirations of engineering graduates and makes a number of recommendations for educationalists. Whenever possible, the findings of this study are compared with those of other authors.

SOMMAIRE La présente recherche examine le profil de carriere d'une echantillon d'inginiéurs et techniciens, depuis la périod precedant l'octroi de la licence jusqu'au moment ou, dans un grand nombre de cas, ils ont obtenu le status d'experts brevetes. Les caractéristiques personnelles et academiques de chacun y sont évaluées et associées a lews capacityés professionnelles, mesurees selon lew niveau de rémunération. Bien que cesfacteurs académiques et professionals soient communement consideréres comme un élement important de leur efficacité industrielle et un indicateur valable de leurs performances futures, ils semblent n'avoir qu'une influence marginals et une valeur douteuse en tant que mécanism de prédiction. La présent etude permet cependant d'eclairer les motivations personnelles et les aspirations des ingénieurs et techniciens diplômés et offre un certain nombre de recommandations aux enseignants. Lorsque les circonstances le permettent, des paralleles sont etablis entres les resultats de cette recherche et ceaux obtenue par d'autres auteurs.