CONVERGENT AND DISCRIMINANT VALIDATION OF MEASURES OF PERSONAL NEEDS1

The criteria of convergent and discriminant validation proposed by Campbell & Fiske (1959) were applied to a multitrait-multimethod matrix constructed from the intercorrelations of 15 need scales found in the Adjective Check List (ACL), the Edwards Personal Preference Schedule (EPPS), and a normative modification of the EPPS (N-EPPS). The evidence, based upon 131 male and female college freshmen, supported the convergent and discriminant validity of the 15 needs when the two forms of the Edwards inventory were compared. When these two instruments were compared with the ACL, the criteria of convergent and discriminant validity were met, but only to a minimal extent.     

Statistical Process Control and Cooperative Learning Structures: A Data Assessment and Improvement System Used in a San Jose State University Summer Bridge Programme

This paper will show how tools of statistical quality control were applied to a Summer Bridge Mathematics and Science programme at San Jose State University. These tools were used as assessment instruments to facilitate improvement in overall classroom performance. We shall show how quality control tools such as brainstorming, Pareto analysis and cause-and-effect analysis can be used to identify the ‘big’ problems and to analyze the cause(s) of the ‘big’ problems. Additionally, we shall show how control charts can be used effectively to monitor how the suggested corrective actions for causes of the ‘big’ problems are faring—or acting—on the outcomes-based process. Finally, we shall show how these control charts can be used to aid in monitoring and determining whether or not the ongoing outcomes-based process is stable. Once the ‘big’ problems have been eliminated and the ongoing process is in control, we shall further demonstrate how ‘monitored assessments’, cooperative learning activities and control charts can help to improve the overall process.