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Boat, Mary; Zorn, Debbie; Austin, James T. – NHSA Dialog, 2005
Ensuring that children, especially those from disadvantaged backgrounds, start school ready to learn is an important goal. This paper presents lessons learned from the state of Ohio's multi-year program to develop a standards-based assessment system for programs delivering state-funded early childhood education (ECE) through programs receiving…
Descriptors: Learning Readiness, Early Childhood Education, Disadvantaged Youth, Children
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Wang, LihShing; Pan, Wei; Austin, James T. – 2003
Standard-setting research has yielded a rich array of more than 50 standard-setting procedures, but practitioners are likely to be confused about which to use. By synthesizing the accumulated research on standard setting and progress monitoring, this study developed a three-dimensional taxonomy for conceptualizing and operationalizing the various…
Descriptors: Accountability, Cutting Scores, Educational Research, Pass Fail Grading
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Rouse, Kimberly A. Gordon; Austin, James T. – Urban Review, 2002
Three studies examined within-ethnic-group variations in the relationship of grade point average and gender to motivation among African American, Hispanic American, and Euro-American students. Survey data revealed patterns of significant within-ethnic-group differences that varied across ethnic groups. In general, males demonstrated more…
Descriptors: Academic Achievement, Black Students, Cultural Differences, Ethnicity
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Mahlman, Robert A.; Austin, James T. – 2002
Career-technical educators face three issues in credentialing through assessment. First, the occupational credentialing domain is large and evolving, and a clear understanding of it is a prerequisite to considering adoption of a credential. Three types of credentialing are registration, certification, and licensure. Credentialing organizations are…
Descriptors: Adult Education, Agency Role, Competency Based Education, Compliance (Legal)
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Austin, James T.; Mahlman, Robert A. – 2002
The topic of high-stakes testing (HST) is important because HST has direct and indirect effects on career-technical education (CTE) programs and timely because HST increasingly enters public discussion and has produced a large body of research and practice that generalizes to CTE. A review of HST has identified two persisting dilemmas: policy and…
Descriptors: Accountability, Adult Education, Educational Research, High Stakes Tests
Austin, James T. – 1999
Multicultural perspectives on assessment challenge traditional perspectives by advancing an additional source of variation in test responses that is presumed to escape test developers and test users. Increasing and convergent evidence from multiple sources indicates the following types of ethnocentric errors in test development, administration,…
Descriptors: Adult Education, Career Counseling, Career Education, Cultural Awareness
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Austin, James T.; Mahlman, Robert A. – 2000
The process of assessment in career and technical education (CTE) is changing significantly under the influence of forces such as emphasis on assessment for individual and program accountability; emphasis on the investigation of consequences of assessment; emergence of item response theory, which supports computer adaptive testing; and pressure…
Descriptors: Career Education, Computer Assisted Testing, Computer Oriented Programs, Computer Uses in Education
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Austin, James T.; Mahlman, Robert A. – Journal of Career and Technical Education, 2000
Administrative office technology assessments were delivered via the Internet to 141 vocational students. Compared to 61 who took a paper test, scores for the Internet group were significantly higher; 62% preferred the Internet format. There were few problems with accessing, downloading, taking, and submitting the test. (SK)|
Descriptors: Computer Assisted Testing, Internet, Office Automation, Pilot Projects
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Austin, James T.; Calderon, Robert F. – Structural Equation Modeling, 1996
An earlier bibliography of nearly 300 technical publications about latent variable models is updated to acknowledge the growth of more specialized refinements of structural equation modeling. An additional 320 publications are annotated within a nine-part categorization system designed to group works roughly by topic. (SLD)|
Descriptors: Annotated Bibliographies, Classification, Research Methodology, Research Reports
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Austin, James T. – Measurement and Evaluation in Counseling and Development, 1994
Describes the development of the Minnesota Multiphasic Personality Inventory (MMPI). Details revisions in the MMPI and then evaluates positive and negative features of these revisions in the light of construct validity and professional practice. Argues that many suggested refinements to the instrument are being actively investigated by its…
Descriptors: Construct Validity, Diagnostic Tests, Measures (Individuals), Personality Assessment
Austin, James T. – Except Children, 1969
Descriptors: Audiovisual Aids, Audiovisual Instruction, Exceptional Child Education, Instructional Improvement
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Leong, Frederick T. L.; Austin, James T.; Sekaran, Uma; Komarraju, Meera – Journal of Vocational Behavior, 1998
Natives of India (n=172) completed Holland's Vocational Preference Inventory and job satisfaction measures. The inventory did not exhibit high external validity with this population. Congruence, consistency, and differentiation did not predict job or occupational satisfaction, suggesting cross-cultural limits on Holland's theory. (SK)|
Descriptors: Career Choice, Cross Cultural Studies, Foreign Countries, Job Satisfaction
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Austin, James T.; And Others – Personnel Psychology, 1989
A critical reanalysis of Barrett, Caldwell, and Alexander's (1985) critique of dynamic criteria. Summarizes and questions Barrett, et al.'s three definitions of dynamic criteria and their conclusion that reported temporal changes in criteria could be explained by methodological artifacts. A greater focus on dynamic criteria as constructs is…
Descriptors: Evaluation Criteria, Predictor Variables, Psychometrics, Reader Response