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Item sampling and/or multiple matrix sampling techniques have been recommended for a variety of purposes. For some of these purposes, it must be assumed that examinee performance on a set of items is unaffected by the conditions under which the items are taken (i.e., no context effect exists). In this paper factors that may lead to a context effect among high school students are discussed. The net effect of such factors on examinee scores for an English test and a mathematics test is investigated empirically. For the English test there was little support for the existence of a context effect, However, a definite context effect was found for the mathematics test. 相似文献
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LEONARD S. FELDT 《Journal of Educational Measurement》1973,10(3):221-226
Careful planning of educational experiments includes decisions about the sample size to be used. This paper provides a guide to the minimum size of treatment groups, inferred from the relationships between pupil norms and norms for class averages of standardized achievement tests. With "highly effective" treatments and simple random assignment of subjects to conditions, 60 to 85 subjects is derived as the minimum number per group. With "moderately effective" treatments, the minimum number is 235 or more. Use of stratified samples reduces the minimum by fifteen to forty percent. 相似文献
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PATRICIA Y. LEONARD 《Counselor Education & Supervision》1984,24(1):96-106
This study compares the citation patterns of Counselor Education and Supervision with those of the Personnel and Guidance Journal, the Journal of Counseling Psychology, and the Counseling Psychologist. Citations from Counselor Education and Supervision for 1979 and 1980 were analyzed in terms of the most frequently cited authors and works published prior to and after 1958. The findings reveal that although there is some overlap between the works and authors cited in Counselor Education and Supervision and those cited in the counseling psychology journals, there is a sizable and unique body of literature and pool of authors cited in Counselor Education and Supervision. The impact of multiple authorship, the dependence function (within-journal citation) and other issues in counseling citation research are discussed. 相似文献
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LEONARD L. BAIRD 《Journal of Educational Measurement》1969,6(4):247-254
Test scores and high school grades were correlated with end-of-second-year college grades for 2,707 students in 12 curricular groups at 27 2-year colleges. Optimally weighted combinations of the aptitude/achievement predictors were found to predict grades for occupational curricula with about the same accuracy as they predict grades in academic criteria. For women, however, the aptitude test scores correlated much less with grades in occupational curricula than with grades in academic curricula. 相似文献
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4 different procedures are commonly employed with sample data to reduce a set of predictor variables. In the present study these procedures were repeatedly applied to computer-simulated samples to provide comparative data pertaining to two questions: (a) Which procedure can be expected to produce an equation that yields the most accurate predictions for the population? (b) Which procedure is most likely to identify the optimal set of independent variables? The samples were drawn from 12, mathematically defined, multivariate normal populations. Each population consisted of 1 criterion and 10 predictor variables. Five or fewer independent variables constituted the optimal set in each case. With respect to both questions small differences among the procedures were observed. However, the forward selection and stepwise procedures consistently produced more favorable results than the 2 backward elimination procedures. The question of the number of sampling units to use is discussed. 相似文献
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WAGEEH W. BOLES HITENDRA PILLAY LEONARD RAJ 《European Journal of Engineering Education》1999,24(4):371-383
An approach aimed at enhancing learning by matching individual students' preferred cognitive styles to computer-based instructional (CBI) material is presented. This approach was used in teaching some components of a third-year unit in an electrical engineering course at the Queensland University of Technology. Cognitive style characteristics of perceiving and processing information were considered. The bimodal nature of cognitive styles (analytic/imager, analytic/verbalizer, wholist/imager and wholist/verbalizer) was examined in order to assess the full ramification of cognitive styles on learning. In a quasi-experimental format, students' cognitive styles were analysed by cognitive style analysis (CSA) software. On the basis of the CSA results the system defaulted students to either matched or mismatched CBI material. The consistently better performance by the matched group suggests potential for further investigations where the limitations cited in this paper are eliminated. Analysing the differences between cognitive styles on individual test tasks also suggests that certain test tasks may better suit certain cognitive styles. 相似文献
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