This chapter presents several facets of a new approach that uses generalizability theory to conduct cross-level inference in psychological and educational research. Unlike past models for cross-level research, this approach facilitates multiple-level investigations to test the external validity of results and findings. (Author/PN)

A class of naive estimators of correlation was tested for robustness, accuracy, and efficiency against Pearson's r, Tukey's r, and Spearman's r. It was found that this class of estimators seems to be superior, being less affected by outliers, reasonably efficient, and frequently more easily calculated. (Author/CTM)

The importance of reporting explained variance in ANOVA designs is discussed. Three methods that can be used to obtain estimates of explained variance in ANOVA designs are described and applied to sixteen studies that were reported in recent NARST volumes. Recommends that researchers in science education report explained variance. (Author/DS)

The determination of a consensus ranking of products based on the rankings of each judge can be accomplished through the use of a Tukey type multiple comparison procedure. The extension to more than two groups is presented as an analysis of concordance table. (Author/CTM)

The mean and variance of the statistic psi-star, which is useful for measuring agreement between two raters and allows for tests of significance in the case of large samples, are considered. Results may also be applied for the "G" index of J. W. Holley and J. P. Guilford (1964). (SLD)

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…

Responds to Austin, Humphreys, and Hulin's (1989) critique of Barrett, Caldwell, and Alexander, suggesting that the burden of proof still rests on the advocates of the concept of dynamic criteria, and that empirical support is lacking for the existence of dynamic criteria as a simplex. Contrary evidence from educational, organizations, and…

Two coefficients ("H" and "C") for evaluating the homogeneity or congruence of a set of ratings or scores are described. Statistical tests of the significance of these indexes are presented, along with a description of a computer program (CHOPRO) for determining values of "C" and "H" and associated…

This commentary on EC 603 695 argues that significance testing is a necessary but insufficient condition for positivistic research, that judgment-based assessment and single-subject research are not substitutes for significance testing, and that sampling fluctuation should be considered as one of numerous epistemological concerns in any…

This paper reviews criticism on misinterpretation and overuse of significance testing in the social sciences and examines use of effect size measures to enhance interpretation of significance testing. Review of typical effect size measures and their application is followed by analysis of use of effect size measures in studies reported over 10…

This study was designed to carry out a survey of the implementation of continuous assessment (CA) in Nigerian universities. Two research questions and one hypothesis were formulated to guide the study. The sample for the study consisted of 1,340 respondents. A 24 item self-report instrument was used for the study. The data generated, were analyzed…

This study was an evaluation of a parent delivered, computer based beginning reading program with a group of 15 Kindergarten and Grade 1 students. Completing the "Funnix" program at home through a CD copy was expected to produce educationally and statistically significant improvements in phonemic awareness, letter-sound fluency, non-word…

This manuscript examines the practical differences between quantitative and qualitative inquiry by comparing the differences between one article from each paradigm. Quantitative research differs greatly from qualitative inquiry in purpose, assumptions, methodology, and representation. While quantitative research has been the dominant paradigm for…

The "No Child Left Behind Act" (NCLB, 2001) required schools to make adequate yearly progress, use disaggregated data in planning, and employ highly-qualified teachers. The school leaders became those responsible for the success of the school. In South Carolina the Department of Education has recently sought to address adequacy needs…

This study examines the relative effectiveness of two means of analyzing the pre-test/post-test control group experimental design. Samples were randomly drawn from a standardized normal population and assigned to one of the four cells of the design. A set of experimental differences were induced in the post-test experimental cell. Each case was…