Originally designed to provide teachers with feedback and also used as a quantitative tool for specifying teacher behavior consistent with a psychological model of teaching described by Tuckman (1974), the Tuckman Teacher Feedback Form (TTFF) is a 28-item semantic differential which generates four scores in the areas of creativity, dynamism…

The construction of an objective, self-report, objectively-scored measure of achievement motivation is reported. Empirically keyed items were developed, reflecting empirical results found in a review of achievement motivation literature. An initial item pool consisting of 153 self-report items was administered using a matrix sampling approach to…

It was wished to determine the relative reliabilities of graphic and semantic differential factors to evaluate applicability of two rival models to the measurement of pupil attitudes. Data was collected from a sample of sixth grade pupils on both abstract graphic and typical semantic differential scales. Reliability estimates were constructed from…

The reliability of a criterion referenced test was defined as a measure of the degree to which the test discriminates between an individual's level of performance and a predetermined criterion level. The variances of observed and true scores were defined as the squared deviation of the score from the criterion. Based on these definitions and the…

This study involved a comparison of first and second grade students' performance on the Piagetian Task Administration Instrument (PTAI), the Metropolitan Readiness Test (MRT), and the Stanford Achievement Test (SAT) with actual reading achievement measured by placement on the Indiviudally Paced Instruction (IPI) Tracking Card in Reading, which was…

The purpose of this study was to examine the reliability of the analytical method of grading essays in relation to the holistic method. It was hypothesized that the use of the analytic method to rate college composition papers produces high rater reliability at the expense of biasing the raters and thus lowering the validity of the grades. Six…

The purpose of this investigation was to establish the effects of repeaters on test equating. Since consideration was not given to repeaters in test equating, such as in the derivation of equations by Angoff (1971), the hypothetical effect needed to be established. A case study was examined which showed results on a test as expected; overall mean…

Subjects are asked to answer six questions, partly with a frequency and partly by marking a verbally anchored scale with five categories. Some univariate and multivariate analyses are performed to elucidate the relations between variables with the two different modes of response. Although there are similarities in results for the two types of…

The Situational Attitude Scale-Simplified (SAS-S), a simplified form of the Situational Attitude Scale (SAS), was used to measure the attitudes of 132 incoming white freshmen toward blacks. The study showed that the simplified form yielded the same established pattern of results as the regular SAS. This indicates that the SAS-S would be…

Three basic concerns in measurement were selected, and their importance for the classroom teacher were illustrated. These were test validity, reliability, and problems in measuring achievement gains. Test validity was dependent upon content, type and quality of the questions, adequacy with which the test sampled reading skills, and the care with…

The effects of play-like, verbal-feedback, and nonverbal-feedback testing conditions on three creative ability measures and the reliabilities of those measures were studied using 175 lower-class preschool children. The creativity measures were found to be largely unaffected by variations in testing conditions; but at the same time, different forms…

This study was designed to compare the Wechsler Intelligence Scale for Children (WISC) and Wechsler Adult Intelligence Scale (WAIS) IQ scores (Full Scale, Verbal, and Performance) of 120 16-year-olds, controlling for both practice or order effects and for intellectual level. Each test was administered to each subject, with an average interest…

Thirty-five disadvantaged Negro 4-year-olds were observed by one or the other of two white male child psychiatrists during a 30-minute play session. After the session, the observer dictated a descriptive summary of the session. He filled out a rating scale on aspects of the child's behavior, including speech and play behavior, nature of social…

Four conceptually different variables in reading: (1) knowledge gained (new information), (2) amount comprehended (degree of understanding), (3) reading aptitude (differences between individuals), and (4) reading improvement (within individual changes as a result of treatment) are discussed. Existing measures of reading comprehension are evaluated…

The concept of scaled achievement tests is discussed and a method of selecting those items of a test that form the most scalable (i.e., having the highest coefficient of reproducibility) subset is presented. Sometimes called a monotonic-deterministic model, this type of test assumes that the test items may be sequentially ordered. To determine the…