Suchergebnisse

ABSTRACTAn attempt was made to determine how useful the General Aptitude Test Battery can be when used as a predictor of success on the Tests of General Educational Development. The General Ability and Verbal Aptitude subtests of the GATB were found to be the best predictors. Estimating the applicant's chance of passing the GED from the 'G' and 'V' scores was discussed.

Previous articles in this Review, including a Controversy in 1992, debated the comparability of alternative forms of the question about partisanship asked in Gallup and Michigan SRC surveys. Bishop, Tuchfarber and Smith contribute to this debate by reporting and analyzing evidence from 15 experimental surveys in Ohio in 1991–1993. They conclude that the distribution of partisan loyalties will generally be the same whether one uses the Gallup or Michigan Survey Research Center question and that, contrary to findings of Abramson and Ostrom, the Gallup form is no more responsive to short-term political forces than its SRC counterpart. In response, Abramson and Ostrom agree that during many time periods there will be little difference between aggregate levels of macropartisanship regardless of which measure is used. But they argue that during periods of political volatility the Gallup approach will accentuate differences, while the SRC version will attenuate them.

Poster presented at the 2012 Washington State University Academic Showcase. ; In a polarized political environment, party identification is a better predictor of knowledge regarding heavily covered controversial issues than is educational level. ; Washington State University, Pullman, WA ; Hindman, Douglas B. Educational attainment, party identification, and beliefs about the Gulf War: a test of the belief gap hypothesis. Poster presented at the Washington State University Academic Showcase, Pullman, WA.

"This handbook addresses critical topics in identifying gifted students for programs, assessing their learning progress, and evaluating program efficacy. Handbook on Assessments for Gifted Learners explores issues associated with building an effective identification system, clarifies and interprets the need for targeted learning progress assessments for gifted learners, and discusses program evaluation, assessments, and processes used to gauge programs' success. Engaging chapters written by both academic and practitioner experts provide research-based, practical ideas for identifying and measuring the progress of gifted and advanced learners. Readers will benefit from informed recommendations stemming from current research conducted specifically for this text. This essential handbook is a comprehensive and systematic look at the assessment of gifted and advanced students and their programs, and a must-have resource for coordinators and directors at state and local levels"--

When survey researchers are interested in measuring the personal values of respondents, they often use a rating rather than a ranking method because it is easier & faster to administer & yields data that are amenable to parametric statistical analyses. However, because personal values are inherently positive constructs, respondents often exhibit little differentiation among the values & end-pile their ratings toward the positive end of the scale. Such lack of differentiation may potentially affect the statistical properties of the values & the ability to detect relationships with other variables. Two experiments were conducted via mail surveys to general population samples to test alternative rating methods designed to increase differentiation & reduce end-piling in the rating of personal values. The results suggest that a procedure in which respondents first pick their most & least important values, then rate them (most-least), provides more differentiation & less end-piling than a simple rating procedure (rate-only). Increased differentiation for the most-least method influenced the fit of latent structure & resulted in more robust relations between the values ratings & other criterion variables. These results generalized across type of values scale, number of values rated, & number of rating points. 3 Tables, 42 References. Adapted from the source document.