Otis Self-Administering Tests of Mental Ability, Intermediate Form, in Iran

1972 ◽  
Vol 30 (1) ◽  
pp. 183-189 ◽  
Author(s):  
A. A. Hosseini ◽  
A. Razavieh
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Representative Sample ◽  
Performance Criterion ◽  
Mental Ability ◽  
Intermediate Form ◽  
Retest Reliability ◽  
Test Retest Reliability ◽  
Reliability Coefficients ◽  
Secondary School Pupils

A Persian form of the Otis Self-administering Tests of Mental Ability, Intermediate Form, was administered to a representative sample of Iranian secondary school pupils (944 boys and 554 girls). Iranian Ss as a group scored strikingly lower than their American counterparts. Boys scored significantly higher than girls both in different grades and across grades. Scores correlated significantly with a past academic performance criterion. Test-retest reliability coefficients over a 2-wk. interval were low relative to those given in the test manual.

Test-Retest Reliability and Practice Effect with the Shipley-Institute of Living Scale

1967 ◽  
Vol 20 (3_suppl) ◽  
pp. 1085-1086 ◽  
Author(s):  
R. A. Ruiz ◽  
H. H. Krauss
Keyword(s):  
Intelligence Quotient ◽  
Intellectual Functioning ◽  
Practice Effect ◽  
Retest Reliability ◽  
Test Retest Reliability ◽  
Reliability Coefficients

Upon re-testing with Shipley S-ILS (3 mo., 56 Ss), reliability coefficients are: Verbal, .77; Abstract, .63; Conceptual Quotient, .57; and Intelligence Quotient, .74 (all ps < .01). These coefficients and the pattern of mean-score increases suggest that the S-ILS is a “weak” measure of intellectual deterioration but a “better” measure of intellectual functioning.

The Slosson Intelligence Test as a Quick Screening Test of Mental Ability with Profoundly and Severely Retarded Children

1978 ◽  
Vol 42 (3_suppl) ◽  
pp. 1117-1118 ◽  
Author(s):  
Anthony F. Rotatori ◽  
Michael Epstein
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Screening Test ◽  
Psychological Testing ◽  
Intelligence Test ◽  
Mental Ability ◽  
Retest Reliability ◽  
Test Retest Reliability

The study investigated the test-retest reliability of the Slosson Intelligence Test when administered and scored by 9 special education teachers who had no experience in psychological testing. Subjects were 53 profoundly and severely retarded children, ranging in age from 5 to 16 yr. Pearson product-moment coefficients were .92 for girls, .96 for boys, and .94 for all subjects for scores on two occasions. The results support Slosson's contention that the test can be reliably administered by personnel with little psychometric knowledge.

Longitudinal Study of Reading Scores of the Stanford Achievement Test

1982 ◽  
Vol 54 (2) ◽  
pp. 369-370 ◽  
Author(s):  
David E. Suddick ◽  
Charles L. Bowen
Keyword(s):  
Longitudinal Study ◽  
Achievement Test ◽  
Reading Scores ◽  
Retest Reliability ◽  
Stanford Achievement Test ◽  
Test Retest Reliability ◽  
Reliability Coefficients

A 2. 5-yr. longitudinal study of the reading scales of the Stanford Achievement Test confirmed the redundancy in its subtests. Strong and stable test-retest reliability coefficients were evident and supported the use of the Stanford total reading scale for longitudinal evaluations.

Reliability of Translated Measures Assessing Dating Violence Among Mexican Adolescents

2006 ◽  
Vol 21 (1) ◽  
pp. 117-127 ◽  
Author(s):  
Audrey Hokoda ◽  
Luciana Ramos-Lira ◽  
Patricia Celaya ◽  
Keleigh Vilhauer ◽  
Manuel Angeles ◽  
...  
Keyword(s):  
Dating Violence ◽  
Internal Consistency ◽  
Research Team ◽  
Assessment Tools ◽  
Dating Relationships ◽  
Retest Reliability ◽  
Test Retest Reliability ◽  
Acceptable Internal Consistency ◽  
Reliability Coefficients ◽  
Mexican Adolescents

Research on the prevalence and correlates of dating violence in Mexican teens is challenged by the lack of culturally and linguistically appropriate assessment tools. This study modified, translated, and back-translated the Conflict in Adolescent Dating Relationships Inventory (CADRI; Wolfe et al., 2001) and the Attitudes Towards Dating Violence Scales (Price, Byers, & the Dating Violence Research Team, 1999) for Mexican adolescents. Analyses on 307 adolescents (15–18 years old) from Monterrey and Mexicali, Mexico, revealed that most of the translated CADRI subscales and Attitudes Towards Dating Violence Scales had acceptable internal consistency and test-retest reliability coefficients. The study offers some evidence that the measures may be useful in assessing dating violence in Mexican teens.

Note on the Reliability of Q-Sort Data

1956 ◽  
Vol 2 (3) ◽  
pp. 182-182 ◽  
Author(s):  
George H. Frank
Keyword(s):  
Retest Reliability ◽  
Test Retest Reliability ◽  
Q Sort ◽  
Reliability Coefficients

Test-retest reliability coefficients were computed for personality data using Q-sorts by 10 Ss. Coefficients of correlation were high (between .93 and .97), suggesting that the technique yields reliable measures.

Test-Retest Reliability of the Idea Inventory

1984 ◽  
Vol 54 (3) ◽  
pp. 873-874 ◽  
Author(s):  
Norris D. Vestre
Keyword(s):  
College Students ◽  
Temporal Stability ◽  
Stability Test ◽  
Retest Reliability ◽  
Irrational Thinking ◽  
Rational Emotive ◽  
Test Retest Reliability ◽  
Changes Over Time ◽  
Over Time ◽  
Reliability Coefficients

The Idea Inventory proposed as a measure of irrational thinking as defined by rational-emotive theory, was administered to two independent samples of college students on two occasions. Sample 1 ( n = 135) provided a test-retest interval of 4 wk.; Sample 2 ( n = 114), an interval of 4 to 6 wk. Indices of temporal stability, test-retest reliability coefficients (product-moment) and group changes over time, indicated satisfactory reliability for the Idea Inventory.

scholarly journals Effect of Multimodal Instructional Approach on Students’ Academic Performance in The Concept of Biological Classification

2021 ◽  
Vol 5 (1) ◽  
pp. 36-51
Author(s):  
Ezekiel Ayimbila Akotuko ◽  
Alexander Nii Moi Pappoe ◽  
James Awuni Azure ◽  
Yaw Ameyaw
Keyword(s):  
High School ◽  
Academic Performance ◽  
Science Teachers ◽  
Senior High School ◽  
Control Group ◽  
Instructional Approach ◽  
Retest Reliability ◽  
Biological Classification ◽  
Test Retest Reliability ◽  
Experimental Group

Purpose: This study investigated the effect of Multimodal Instructional Approach on students’ academic performance in the concept of Biological Classification at Navrongo Senior High School, generally, and on gender basis. Methodology: The study adopted quasi-experimental research design. The sample comprised of 100 Navrongo Senior High School Form Two Gold Track and Green Track science students. Students from the Gold Track and Green Track were designated experimental group and control group respectively. Each group was made up of 25 males and 25 females. Pretest was administered to all the participants. The experimental group was taught using Multimodal Instructional Approach. The control group was taught using Discussion as the teaching method. A posttest was administered to both groups to determine the effectiveness of the treatment. The reliability of the test items was determined using test-retest reliability coefficient. The test-retest reliability coefficients of the instruments were found to be 0.73 and 0.78 for the pretest and posttest respectively. The data obtained were analysed using independent sample t-test. Results: The pretest test scores revealed that the students were homogeneous in terms of performance. Posttest results of students in the experimental group were significantly higher than the control group. There was no significant difference in the performance of males and females. The results of the posttest revealed that the use of MIA in teaching biological classification was more effective than discussion method. Unique contribution to theory, practice and policy: This study recommended that Biology teachers in NSHS should be encouraged to teach Biological Classification using MIA in order to improve the academic performance of both male and female students. School authority should invite educational technologists, instructional materials technicians and computer experts to help science teachers of NSHS on how to incorporate ICT in teaching science subjects.

Reliability of the Salford Needs Assessment Schedule for Adolescents

1999 ◽  
Vol 29 (4) ◽  
pp. 891-902 ◽  
Author(s):  
L. KROLL ◽  
A. WOODHAM ◽  
J. ROTHWELL ◽  
S. BAILEY ◽  
C. TOBIAS ◽  
...  
Keyword(s):  
Needs Assessment ◽  
Assessment Instrument ◽  
Face Validity ◽  
Assessment Instruments ◽  
Retest Reliability ◽  
New Instrument ◽  
Provision Of Services ◽  
Forensic Psychiatric ◽  
Test Retest Reliability ◽  
Reliability Coefficients

Background. For adolescents, there is no specific needs assessment instrument that assesses significant problems that can benefit from specified interventions. A new instrument (S.NASA) was developed by incorporating and adapting three well established adult needs assessment instruments. The S.NASA covers 21 areas of functioning including social, psychiatric, educational and life skills.Method. Client and carer interviews were conducted by different researchers. A week later the interviews were repeated using a crossover design. Significant (cardinal) problems were generated from the clinical interviews using a pre-defined algorithm. Final need status (three categories) was made by clinicians assessing the cardinal problems against defined interventions. The interventions were generated from discussions with clinicians and a survey of appropriate professionals working with adolescents.Results. Pre-piloting led to the final version being administered to 40 adolescents from secure units, forensic psychiatric and adolescent psychiatric services. There were 25 males and 15 females, mean age 15·5 years. Overall there were moderate to good inter-rater and test–retest reliability coefficients, the test–retest reliability coefficients for the total scores on the needs assessment interviews ranged from 0·73 to 0·85. Consensual and face validity was good, the adolescents and staff finding the instrument useful and helpful.Conclusions. This new needs assessment instrument shows acceptable psychometric properties. It should be of use in research projects assessing the needs and the provision of services for adolescents with complex and chronic problems.

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