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Michael, William B.; And Others – Educational and Psychological Measurement, 1971
Descriptors: Elementary Schools, High Schools, Intelligence Tests, Metropolitan Areas
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Jordan, Mary Lou; Michael, William B. – Educational and Psychological Measurement, 1970
Descriptors: College Freshmen, Early Admission, Grade 12, Program Evaluation
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Antion, David L.; Michael, William B. – Educational and Psychological Measurement, 1983
An investigation of 148 community college students regarding cheating behaviors on a final multiple-choice test did not lend support for the association of personality constructs with cheating behaviors except for the anxiety construct. Self-reported grade point average and test score were negatively related to cheating. (Author/PN)
Descriptors: Achievement Need, Anxiety, Behavior Problems, Cheating
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Oanh, Nguyen Thi; Michael, William B. – Educational and Psychological Measurement, 1977
Ten self concept measures and two achievement tests were examined for fourth and sixth grade Mexican-Americans, Caucasians, Blacks, Vietnamese, other Asian, and pupils of mixed ethnicity. Pupil self-update of self concept revealed negligible relationships with teacher ratings of achievement, although teacher observations of pupil self concept…
Descriptors: Elementary Education, Elementary School Students, Elementary School Teachers, Ethnic Groups
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Rothrock, Julia E.; Michael, William B. – Educational and Psychological Measurement, 1976
Tests constructed through item-sampling (where several tests are constructed and randomly assigned to testees) were compared to a traditional constant-item procedure for evaluating student and class progress in a community college freshman psychology class. The item-sampling approach did not appear to be superior. (JKS)
Descriptors: Evaluation Methods, Item Sampling, Measurement Techniques, Test Validity
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Forester, Donald Lee; Michael, William B. – Educational and Psychological Measurement, 1976
Tests constructed through item-sampling (where several tests are constructed and randomly assigned to testees) were compared to a traditional constant-item procedure for evaluating class progress in a community college intermediate algebra class. The item-sampling format appeared to be slightly less valid than the traditional format. (JKS)
Descriptors: Evaluation Methods, Item Sampling, Measurement Techniques, Test Validity
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Butterworth, Thomas W.; Michael, William B. – Educational and Psychological Measurement, 1975
Results favored the individualized reporting system over the traditional one. High ability children were favored over low ability children and girls over boys. Individualized reporting systems yielded a higher average level of intellectual self-responsibility for children of low ability. (Author/BJG)
Descriptors: Comparative Analysis, Feedback, Grades (Scholastic), Intelligence Quotient
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And Others; Michael, William B. – Educational and Psychological Measurement, 1980
Ratings of student performance for two essay questions rendered by professors of English and by professors in other disciplines were compared for reliability and concurrent validity. It was concluded that the reliability and validity of the ratings of the two groups were nearly comparable. (Author/BW)
Descriptors: College Faculty, English Instruction, Essay Tests, Higher Education
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Holly, Keith A.; Michael, William B. – Educational and Psychological Measurement, 1973
The Structure-of-Intellect Tests are shown to represent promising alternatives to the traditional commercial standardized tests now widely used in predicting success in modern algebra. (Author/NE)
Descriptors: Algebra, Measurement Techniques, Multiple Regression Analysis, Predictive Measurement
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Holly, Keith A.; Michael, William B. – Educational and Psychological Measurement, 1972
On the basis of the findings it would appear that mathematics instructors should consider seriously the use of Structure-of-Intellect factor tests for selection and placement of students. (Authors)
Descriptors: Academic Achievement, Algebra, Criterion Referenced Tests, Factor Structure
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Michael, William B.; And Others – Educational and Psychological Measurement, 1971
Descriptors: Cognitive Tests, Educational Programs, Evaluation Criteria, Grade Point Average
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Michael, William B.; And Others – Educational and Psychological Measurement, 1984
The development and construct validation of the Dimensions of Self-Concept (DOSC), Form H, are described. The 20-item subscales of the preliminary research form furnished parallel estimates of reliability ranging from .83 to .91. The five subscales show promising construct validity, as evidenced by their factor structure. (Author/BW)
Descriptors: Factor Structure, Higher Education, Self Concept, Self Concept Measures
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Michael, William B.; And Others – Educational and Psychological Measurement, 1984
The study determined whether the hypothesized constructs of the Dimensions of Self-Concept Scale (DOSC), a measure of academic self-concept, could be identified for a college sample as well as eighth-grade students. DOSC seemed to be a valid indicator of academic self-concept for college students. (Author/DWH)
Descriptors: Age Differences, Factor Structure, Junior High Schools, Self Concept
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Bloland, Ruth Marian; Michael, William B. – Educational and Psychological Measurement, 1984
This study compared the validity of chronological age, a standardized algebra prognosis test, standardized verbal and quantitative scales derived from an achievement test battery, and an objective measure of formal or concrete stages of Piagetian cognitive development for predicting final examination scores and course grades in high school…
Descriptors: Achievement Tests, Age, Algebra, Cognitive Development
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Halote, Barry; Michael, William B. – Educational and Psychological Measurement, 1984
Scores of 202 primarily Hispanic community college students were used to determine (1) the correlations of each of five factor subscales of a research form of the dimensions of Self-Concept (DOSC) measure with the Total Score of the Academic Self-Concept Scale and (2) the empirical factor structure of each instrument. (Author/BS)
Descriptors: Academic Achievement, College Students, Correlation, Factor Analysis
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