POSTDICTION STUDY OF THE GRADUATE RECORD EXAMINATION AND EIGHT SEMESTERS OF COLLEGE GRADES1

Data from a postdictive study of the tests of the Graduate Record Examination and the eight semesters of undergraduate grade averages, each semester's average being computed independently of the rest, are presented. Postdictive validities of the aptitude portions of the GRE are essentially similar to predictive validities obtained earlier by the senior author. Both predictive and postdictive validity gradients over the eight semesters are relatively steep, with freshman grades having the highest correlations with the tests. The validity gradient for all advanced tests combined does not follow the pattern for the aptitude tests, but neither does it show the opposite gradient. Advanced test results are most highly correlated with sophomore grades, but the validity gradient over the eight semesters is relatively flat. A small scale extension of this research into post baccalaureate training indicated that senior grades were most predictive of graduate criteria, but a larger scale study is clearly called for. Possible implications for ability theory and for selection of graduate students are discussed.     

Cooperation in European Construction Education: The Development of the Master's Degree Course in European Construction Engineering

The Master's degree course in European Construction Engineering has many unique features. Its students come from several different European countries, each student studies in at least three different European locations, and the teaching staff are drawn from seven different European universities. The course is therefore genuinely multinational and European. The development and delivery of the course over the past 6 years has revealed fundamental differences in European education practices which have provided a learning experience for both students and staff. This paper describes the course development and discusses some of the issues that have arisen during the development process, many of which are yet to be finally resolved.     

Increasing Verbal Empathy as a Function of Feedback and Instruction

Counselor-trainee response uncertainty and delayed supervisor feedback are two apparent difficulties when looking at the normal practicum procedures from a learning theory frame of reference. Twenty-four counselor trainees were randomly assigned to three experimental groups and one control group, i.e., immediate feedback, feedback and instructions, equipment present, and control. Audio tapes pre- and post-were selected and rated on empathy. An analysis of variance on the pre- and post-differences in ratings was computed resulting in a significant F-ratio (p < .05). Subsequent multiple comparisons showed all experimental groups significant when compared to the control group (p < .01) The results showed that all experimental conditions increased counselor trainees' empathic responses significantly.     

Counselor Preferences of Senior High School Students

This study is concerned with the extent to which senior high school students employ the constructs of race, subculture, and sex in establishing counselor preferences. The data suggests that these variables are of far more importance to black students than they are to northern white or to Appalachian white students. The data also supports the findings reported earlier by Stranges and Riccio.     

TECHNICAL GUIDELINES FOR ASSESSING COMPUTERIZED ADAPTIVE TESTS

Guidelines are proposed for evaluating a computerized adaptive test. Topics include dimensionality, measurement error, validity, estimation of item parameters, item pool characteristics and human factors. Equating CAT and conventional tests is considered and matters of equity are addressed.     

Parabolic Teaching and the Furnishing of Realism in the Teaching of Business Studies

RESUMé

In a development of the case study method, a business course has been taught as a series of engineering business cases, with elements of realism engendered by the use of senior engineering managers as moderators of the case discussion. By this means, consideration of the various facets of the cases may proceed in an environment where comment and criticism derive from a lifetime of real experience. It has been found that crucial elements in the successful development of this course have been the identification of a suitable cadre of moderators, their briefing in the organization and evaluation of the case study presentation and discussion, and the assurance that their experience was shared around the group.

Un cours, constitué d'une serie de cas vécus de gestion d'enterprises à caractere technique est enseign eacute; et etudié par des groupes constitués jusqu' à 12étudients. L'element de realism est apporté par des directeurs de divisions techniques intervenant comme modérateurs dans la discussion du dossier. Ainsi, l'étude sefait dans un environnement ou les commentaries et les critiques proviennet d'une longue experience, et non pas simplement de théories en ce moment à la mode. On a trouve que leséléments vitaux dans le succes de ce cours ontété un choix méticuleux des intervenants, leur préparation a l'organisation et l' évaluation de la presentation et de la discussion du dossier, et l'assurance que leur experience soit partag ée au sein du groupe.     

The poverty of curriculum theory: a critique of Wraga and Hlebowitsh

This paper offers a critique of a paper by Wraga and Hlebowitsh in the Journal of Curriculum Studies (2003) for narrowness of vision, repetition of already‐familiar material, irrelevance, a retreat into the academy, reductionism, and ultimate sterility as an approach to moving forward the fields of curriculum theory and development. Curriculum discourse should be marked by richness, diversity, discordant voices, fecundity, multiple rationalities, and theories, and should be touched by humanity and practicality in a hundred thousand contexts. To replace outworn but convenient labels and to advance the field, curriculum theory must catch the untidy but authentic lived experiences of curricularists of every hue, draw on emergent disciplines outside education, and touch major issues in everyday life.