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Descriptors:
Intelligence Tests; Profiles; Cultural Influences; Nonverbal Tests; Short Term Memory; Intelligence Quotient; Norms; Cross Cultural Studies; Coding; Test Validity; Native Language

Abstract:
To study the concept of national IQ profile, we compared U.S. and Finnish WAIS, WAIS-R, and WAIS III nonverbal and working memory subtest norms. The U.S. standardization samples had consistently higher scores on the Coding and Digit span subtests, while the Finnish samples had higher scores on the Block design subtest. No stable cross-national differences were found on the other nonverbal tests. It is hypothesized that linguistic, educational, and cultural factors underlie national IQ profiles. Some of these factors may be stable, leading to constant cross-national differences. The study of national IQ profiles may contribute to the validity of testing in smaller countries, where the adaptation of foreign, most often U.S., tests rarely includes national standardization. Furthermore, the results of the study implicate that the concept of national IQ is problematic. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Tests; Reading Processes; Reading Tests; Test Format; Integrated Activities; Reading Comprehension; Language Usage; Writing (Composition); English for Academic Purposes; Test Validity; Cognitive Processes; Foreign Students; English Language Learners; College Students

Abstract:
Integrated reading/writing tasks are becoming more common in large-scale language tests. Much of the research on these tasks has focused on writing through reading; assessing reading through writing is a less explored area. In this article we describe a reading-into-writing task that is intended to measure both reading comprehension and language use on an academic English test. The task involves responding to short-answer questions (SAQs) that require examinees to use their own words to state the main idea of a text, draw inferences, or synthesize information across multiple texts. The article presents results of a two-part study addressing the validity of this method of assessing reading by investigating the cognitive processes involved in responding to SAQs. First, we present the results of a qualitative study of five nonnative English-speaking students, who provided verbal protocols as they read the texts and responded to the SAQs. Next, we present data from a larger sample of students focusing specifically on the cognitive processes used when reading the texts for the purpose of responding to SAQs. Implications of the study for the validity of this method of testing are discussed. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Teachers; Biology; Teacher Characteristics; Knowledge Base for Teaching; Pedagogical Content Knowledge; Measures (Individuals); Test Construction; Test Validity; Test Reliability; Item Response Theory

Abstract:
Research on teachers' professionalism and professional development has increased in the last two decades. A main focus of this line of research has been the cognitive component of teacher professionalism, i.e., professional knowledge. Most of the previous studies on teacher knowledge--such as the Learning Mathematics for Teaching (LMT) (Hill et al. 2004), the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students' Mathematical Literacy (COACTIV) (Baumert et al. 2010), and the Mathematics Teaching in the 21st Century (MT21) (Schmidt et al. 2007) studies--have been conducted in the field of mathematics teachers' pedagogical content knowledge (PCK) and content knowledge (CK). There have been few comparable studies conducted with science teachers, especially biology teachers. To fill the gap, this study examines the development and use of instruments to measure biology teachers' CK and PCK. In particular, this study describes a method to develop reliable, objective, and valid instruments measuring teachers' CK and PCK in four steps by the use of empirical data of students. Additionally, the study explores whether CK and PCK might be measured as separate knowledge categories by using a paper-and-pencil test. This paper presents a theoretical model that guides test development and provides steps to develop and validate the instruments. Details are also provided regarding the computation of the Rasch scale score measures for 158 biology teachers. The results indicate that the instruments measured teachers' CK and PCK in an objective, valid, and reliable way. This suggests that the new instruments can be used in combination with classroom observations to examine teaching quality and further its relation to student learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Factor Analysis; Higher Education; Independent Study; Questionnaires; Foreign Countries; Metacognition; Test Validity; College Students; Reliability; Validity; Generalizability Theory; Outcomes of Education; Intervention; Feedback (Response); Correlation; Scores

Abstract:
Background: Interest in the role of metacognition has been steadily rising in most forms of education. This study focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among students in higher education and the subsequent process of testing to determine its validity. Purpose: The aim of the study was to construct an original instrument for measuring features of metacognition, henceforth referred to as the Awareness of Independent Learning Inventory (AILI), and further to establish the similarities and differences between this model and existing instruments for measuring metacognition. Sample: The AILI questionnaire was distributed to 1058 students in various types of Teacher Training Institutes in the Netherlands and Belgium. The abridged English version of the questionnaire was administered to another sample of 729 students reading Economics and Business Administration at the University of Maastricht in the south of the Netherlands. Design and methods: The AILI instrument was constructed on the basis of a facet design along two dimensions: components of metacognition and topics of concern to students in higher education. The data gathered with the instrument was analyzed by means of a generalisability study and a decision study, respectively. The validity of the instrument was investigated by using confirmatory factor analysis. Results: The generalisability study showed that the reliability of the instrument was satisfactory. The decision study revealed that the number of items included in the questionnaire could be reduced substantially by leaving out two components of one of the dimensions in the facet design, without losing too much generalisability. The validity study showed that there was a considerable level of congruity between parts of the AILI questionnaire and the relevant parts of the Motivated Strategies for Learning Questionnaire (MSLQ). Conclusions: The AILI questionnaire is a reliable and valid instrument for measuring metacognitive knowledge, regulation and responsiveness. It is suitable for use in the evaluation of the effects of interventions that purport to increase metacognitive knowledge, regulation and responsiveness of students in higher education. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychometrics; Test Reliability; Test Validity; Life Satisfaction; Well Being; Measures (Individuals); High School Students; Serbocroatian; Social Indicators; Foreign Countries

Abstract:
The main purpose of this study was to evaluate psychometric properties of the Serbian version of the Multidimensional Students' Life Satisfaction Scale (MSLSS). The research was carried out on a sample of 408 high school students (250 females, 158 males), with the mean age 16.6. The Serbian version of the MSLSS has demonstrated good psychometric properties. The internal consistency coefficients (Cronbach's alpha) for the MSLSS domain and total scores were adequate. Support for the validity of the MSLSS was provided by the pattern of correlations with various positive and negative indicators of well-being. However, it has been suggested that shortening the scale from 40 items to 25 items could provide more accurate measure of adolescents' life satisfaction for the future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Quality of Life; Measures (Individuals); Life Satisfaction; Adolescents; Psychometrics; Item Response Theory; Goodness of Fit; Test Reliability; Test Validity; Test Bias

Abstract:
A scale measuring quality of life (QOL) is important in adolescent research. Using the graded response model (GRM), this study evaluates the psychometric properties of the satisfaction ratings of the Quality of Life Profile Adolescent Version (QOLPAV). Data for 1,392 adolescents were used to check IRT assumptions such as unidimensionality and local item dependence (LID). The goodness of fit of the GRM to the data and the item characteristic curves were evaluated. The reliability and validity analyses included item/test information, Cronbach's alpha, and convergent and discriminant validity. Differential item functioning (DIF) procedures were also performed to detect item bias. The results provide evidence that the items sufficiently measured one single dimension. Few pairs of questions were flagged as LID due to content or wording similarity. Five items did not fit the GRM, and 4 were low in item discrimination. The findings also suggest that the assessment had appropriate reliability and validity. The DIF impact on the assessment score was considered minor. Because QOLPAV includes a respondent's perceived importance of various life aspects, a short form that only considers important life aspects in the overall QOL estimation for each respondent becomes feasible within the framework of IRT. Future studies focusing on the development of a QOL overall index using the items from QOLPAV are recommended. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Life Satisfaction; Well Being; Economic Climate; Human Capital; Social Capital; Surveys; Gender Differences; Statistical Analysis; Factor Analysis; Regression (Statistics); Test Reliability; Test Validity; Questionnaires

Abstract:
Research on subjective well-being (SWB) for western nations has been growing for the last 30 years. So far there has not been any study of Subjective Well-Being in the case of Greece. This study is the first attempt to quantify the SWB in Greece which is in a state of deep economic and values crisis. For this purpose the Personal Well-being Index (PWI) developed by Cummins et al. (2002) and used by the International Well-being Group has been applied. Additionally this study attempts to give answers to two research questions: (i) what is the effect of economic crisis on PWI and as a consequence on the homeostasis hypothesis? (ii) is there any indication of association between different types of capital (built, natural, human, and social capital) and domains of life satisfaction? A cross-sectional survey of 1,216 participants included sociodemographic variables, questions relating to dimensions or domains of personal well-being, and questions pertaining to built, human, natural and social capital. Based on cross-sectional data, statistical analyses were performed for the whole sample and for men and women to account for gender differences. Descriptive, correlation, factor and regression statistical techniques were used. Regression models were used to determine, which types of capital variables had a statistically significant association with each domain of life satisfaction. The statistical results of this study demonstrate the reliability and validity of the Greek adaptation of the Cummins questionnaire. Significant differences are found between men and women in personal well-being index score. The results support the hypothesis that the economic crisis has an impact on personal well-being. It is, therefore, possible that such an impact affects the state of homeostasis. This suggests that other mechanisms such as homeorhesis may be applicable in explaining the behavior of the state of personal well-being index. Different types of capital and domains of life satisfaction are found to be positively related. These findings must be considered in light of cross-sectional limitations. This study evaluated the psychometric characteristics of the Greek version of the Cummins questionnaire. The PWI results are not within the range of normative data for western nations. This is an interesting and important result: it shows that the economic crisis matters significantly for personal well-being. The statistical results of this study offer an indicational support for the role of types of capital on domains of life satisfaction. Since we are using cross-sectional data, no causal inferences can be drawn. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Religious Factors; Well Being; Prosocial Behavior; Measures (Individuals); Factor Structure; Test Reliability; Test Validity; Predictive Validity

Abstract:
Numerous studies suggest spirituality and subjective well-being (SWB) are positively associated. However, critics argue that popular spirituality instruments--including the Daily Spiritual Experiences Scale (DSES)--contain items that conflate religiosity/spirituality (R/S), prosociality and SWB. Advocates of the DSES retort that, despite this concern, the available evidence confirms a single underlying factor. The current paper evaluates the DSES's development, factor structure, reliability and convergent and predictive validity using a community sample. Despite the full DSES scale's excellent internal reliability, two related factors--theism and civility--are identified. Both scales are reliable and converge meaningfully with related R/S measures. As expected, given previous findings, the full DSES scale predicts higher SWB yet the two subscales display divergent associations. This finding offers new insights into the DSES and raises questions about the claimed belief-as-benefit effect. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Teacher Evaluation; Measures (Individuals); Test Validity; Scores; Observation; Student Surveys; Comparative Analysis; Academic Achievement; Achievement Gains; Educational Research

Abstract:
"Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment" tested whether a measure created by study authors could identify teachers who are effective at increasing student achievement. The authors used 2009-10 school year data to create a single composite measure of teacher effectiveness; this composite measure included estimates of teacher value-added to student test scores, data from classroom observations of teachers, and responses to student surveys. Then, for the following school year (2010-11), the authors randomly assigned classrooms of students to teachers (to ensure that there were no measured or unmeasured differences in students assigned to each teacher) and then followed the students' academic progress throughout the school year. The authors compared the students' actual academic achievement with their predicted achievement to determine how well the teacher effectiveness measure identified teachers who were improving student performance beyond their expected gains. The study found that the measure of teacher effectiveness created using 2009-10 data was correlated with student achievement measured at the end of 2010-11. On average, students of teachers who were identified as being relatively more effective had higher achievement gains than students of other teachers in the same school, grade, and subject. Although this study aims to identify effective teachers in terms of improved student achievement, it is not eligible for review by the What Works Clearinghouse (WWC) because the study does not include identifiable intervention and comparison groups. This study does not test a specific policy, intervention, or practice. Instead, it assesses whether student achievement can be predicted from a continuous measure of teacher effectiveness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Factor Analysis; Structural Equation Models; Student Teachers; Student Teacher Attitudes; Computer Uses in Education; Educational Technology; Technology Integration; Elementary Secondary Education; Intention; Usability; Context Effect; Test Validity; Testing; Models

Abstract:
This study sets out to validate and test the Technology Acceptance Model (TAM) in the context of Malaysian student teachers' integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA), and structural equation modelling (SEM) was used for model comparison and hypotheses testing. The goodness-of-fit test of the analysis shows partial support of the applicability of the TAM in a Malaysian context. Overall, the TAM accounted for 37.3% of the variance in intention to use technology among student teachers and of the five hypotheses formulated, four are supported. Perceived usefulness is a significant influence on attitude towards computer use and behavioural intention. Perceived ease of use significantly influences perceived usefulness, and finally, behavioural intention is found to be influenced by attitude towards computer use. The findings of this research contribute to the literature by validating the TAM in the Malaysian context and provide several prominent implications for the research and practice of technology integration development. Appendix 1 presents "Constructs and corresponding items." (Contains 6 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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