DEMONSTRATING THE UTILITY OF THE STANDARDIZATION APPROACH TO ASSESSING UNEXPECTED DIFFERENTIAL ITEM PERFORMANCE ON THE SCHOLASTIC APTITUDE TEST

The standardization method for assessing unexpected differential item performance or differential item functioning (DIF) is introduced. The principal findings of the first five studies that have used this approach on the Scholastic Aptitude Test are presented.     

METHODS OF REORDERING THE CORRELATION MATRIX TO FACILITATE VISUAL INSPECTION AND PRELIMINARY CLUSTER ANALYSIS

Using the notion of parallel items this paper presents a family of new criteria for cluster analysis. Instead of looking at the item correlation matrix one could look at a matrix of similarity coefficients. These coefficients are standardized raw dot products of columns in the correlation matrix or related numbers. After discussing the properties of this matrix the discussion will move to a classic example of a factor analytic problem in personality assessment, an item pool concerned with Fromm's marketing orientation, and a brief discussion of problems outside of cluster analysis will conclude the paper.     

Teaching a Course in Counseling Theories and Practice: Description and Evaluation

This article describes and evaluates an innovative way to teach a counseling theories and practices course to beginning counseling students. Cognitive and affective learning processes, continuous and systematic feedback, small group dynamics, and a cross-sectional approach to teaching theoretical concepts and techniques are described. This approach was implemented by using the following instructional format: didactic, demonstration, task simulation, and self-exploration. Evaluation included self—peer, student-staff, and staff-student evaluations and used measures obtained from six instrumented indices. Results suggest that this approach might be a useful alternative to teaching the traditional didactic course in theories and practices of counseling.     

DETECTION OF A SKILL DICHOTOMY USING STANDARDIZED ACHIEVEMENT TEST ITEMS

Multiple-choice reading comprehension items from a conventional, norm-referenced reading comprehension test are successfully analyzed using a simple latent class model. A classification rule for assigning respondents to "mastery" or "nonmastery" states is presented which simplifies the scoring procedure of Macready and Dayton (1977). A procedure is also derived for estimating the "true," or "disattenuated," latent cross-classification of masters versus nonmasters for two tests, and illustrated using two sets of items from the same content domain. Results support the use of latent class, state mastery models with more heterogeneous item pools than has been advocated by previous authors.     

Development and Preliminary Validation of an Instrument To Measure Cognitive Growth

This study deals with the design and pilot validation of an instrument to measure cognitive growth during counseling supervision. An instrument was designed to reflect issues and concepts frequently addressed in supervisory sessions. This instrument, called the Counselor Perception Questionnaire (CPQ), is based on responses to videotaped counseling interview material. The CPQ yields two scores, a Differentiation score (D) and an Integration score (I). Scorer reliabilities were computed using independent scorers, and a convergent and a discriminant validity study was done. Administration of the instrument to samples of master's degree students and experienced counseling psychologists with PhD degrees showed that the D score differentiated between the two groups at a statistically significant level. The potential usefulness of this kind of instrument is briefly discussed in terms of developmental approaches to supervision.     

Education in the Realm of the Senses: Understanding Paulo Freire's Aesthetic Unconscious through Jacques Rancière

In this article I re‐examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts‐based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem‐posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the always already aesthetic nature of all education, I will turn to the aesthetic philosophy of Jacques Rancière. Through Rancière we can begin to understand how the pedagogy of the oppressed is predicated on an aesthetic redistribution of the sensible, of what can be seen and what can be heard. As Rancière will confirm, if we truly want to understand the aesthetics of pedagogy, we cannot simply see aesthetics as external to teaching and learning. Rather, education as an aesthetic event has to be taken seriously, and aesthetics should regain primacy in discussions of critical pedagogy.