A field study of frame-of-reference effects on personality test validity.

2003 ◽  
Vol 88 (3) ◽  
pp. 545-551 ◽  
Author(s):  
John M. Hunthausen ◽  
Donald M. Truxillo ◽  
Talya N. Bauer ◽  
Leslie B. Hammer
Keyword(s):  
Field Study ◽  
Test Validity ◽  
Frame Of Reference ◽  
Personality Test

Test-Taking Motivation and Personality Test Validity

2010 ◽  
Vol 9 (3) ◽  
pp. 117-125 ◽  
Author(s):  
Thomas A. O’Neill ◽  
Richard D. Goffin ◽  
Ian R. Gellatly
Keyword(s):  
Personality Assessment ◽  
Personnel Selection ◽  
Test Validity ◽  
Personality Testing ◽  
Personality Test ◽  
Field Sample ◽  
Moderation Effect ◽  
Test Taking ◽  
Low Levels ◽  
Valid Criterion

In this study we assessed whether the predictive validity of personality scores is stronger when respondent test-taking motivation (TTM) is higher rather than lower. Results from a field sample comprising 269 employees provided evidence for this moderation effect for one trait, Steadfastness. However, for Conscientiousness, valid criterion prediction was only obtained at low levels of TTM. Thus, it appears that TTM relates to the criterion validity of personality testing differently depending on the personality trait assessed. Overall, these and additional findings regarding the nomological net of TTM suggest that it is a unique construct that may have significant implications when personality assessment is used in personnel selection.

Investigating Context Specificity, Self-Schema Characteristics, and Personality Test Validity

2012 ◽  
Author(s):  
Marne H. Pomerance ◽  
Patrick D. Converse
Keyword(s):  
Test Validity ◽  
Personality Test ◽  
Context Specificity ◽  
Self Schema

Investigating context specificity, self-schema characteristics, and personality test validity

2014 ◽  
Vol 58 ◽  
pp. 54-59 ◽  
Author(s):  
Marne H. Pomerance ◽  
Patrick D. Converse
Keyword(s):  
Test Validity ◽  
Personality Test ◽  
Context Specificity ◽  
Self Schema

USING WEB-BASED FRAME-OF-REFERENCE TRAINING TO DECREASE BIASES IN PERSONALITY-BASED JOB ANALYSIS: AN EXPERIMENTAL FIELD STUDY

2009 ◽  
Vol 62 (2) ◽  
pp. 405-438 ◽  
Author(s):  
HERMAN AGUINIS ◽  
MARK D. MAZURKIEWICZ ◽  
ERIC D. HEGGESTAD
Keyword(s):  
Field Study ◽  
Job Analysis ◽  
Frame Of Reference ◽  
Web Based ◽  
Experimental Field ◽  
Frame Of Reference Training

Task Difficulty and Personality Test Validity

1968 ◽  
Vol 22 (2) ◽  
pp. 502-502 ◽  
Author(s):  
Milton D. Hakel
Keyword(s):  
Task Difficulty ◽  
Test Validity ◽  
Personality Test

scholarly journals FACE VALIDITY OF THE INSTITUTIONAL ENGLISH BASED ON THE COMMON EUROPEAN FRAME OF REFERENCE AT A PUBLIC UNIVERSITY IN VIETNAM

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Nong Thi Hien Huong
Keyword(s):  
Time Allocation ◽  
Language Skills ◽  
Test Validity ◽  
Public University ◽  
Frame Of Reference ◽  
Descriptive Statistics ◽  
Face Validity ◽  
Good Test ◽  
Language Testing And Assessment ◽  
The Common

In language testing and assessment, face validity of a test is used by learners and is probably considered as the most commonly discussed type of test validity because it is primarily dealt with the question of whether a test measures what it is said to measure. Therefore, this study investigates students’ and English lecturers’ perceptions toward the Institutional English Test based on the Common European Frame of Reference administered in a public university in Vietnam. A survey of 103 students and 20 English lecturers from the Institutional Program was conducted. A questionnaire with 7 main concerns – weightage, time allocation, language skills, topics, question items, instructions and mark allocations was used to collect data. All responses were analyzed through descriptive statistics. The results showed that the Institutional English Test based on the Common European Frame of Reference had satisfactory face validity from both the students’ and lecturers’ opinions; consequently, the Institutional English Test is perceived as a good test to measure students’ English abilities.

Replication of Bacteriophage 186 DNA

1972 ◽  
Vol 30 ◽  
pp. 194-195
Author(s):  
Dhruba K. Chattoraj ◽  
Ross B. Inman
Keyword(s):  
Electron Microscopy ◽  
Dna Replication ◽  
Frame Of Reference ◽  
Dna Molecules ◽  
E Coli ◽  
Phage Dna ◽  
Partial Denaturation

Electron microscopy of replicating intermediates has been quite useful in understanding the mechanism of DNA replication in DNA molecules of bacteriophage, mitochondria and plasmids. The use of partial denaturation mapping has made the tool more powerful by providing a frame of reference by which the position of the replicating forks in bacteriophage DNA can be determined on the circular replicating molecules. This provided an easy means to find the origin and direction of replication in λ and P2 phage DNA molecules. DNA of temperate E. coli phage 186 was found to have an unique denaturation map and encouraged us to look into its mode of replication.

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

Seminar and Field Study

1966 ◽  
Vol 2 (4) ◽  
pp. 146-146
Keyword(s):  
Field Study
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