An Investigation of the Rating-Scale Approach to the Measurement of Social Status

Thompson, George G.; Powell, Marvin G.

doi:10.1177/001316445101100315

Cited by 38 publications

(17 citation statements)

References 2 publications

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“…Taylor et al (1987) argued for the use of unlimited nominations for included children who have learning difficulties, as this is likely to maximise the possibility that they will receive some nominations. Otherwise, as Thompson and Powell (1951) pointed out, it is likely that three or four of the children in the class may receive over 50 % of the nominations, leaving too few votes being distributed among other 583 LONG-TERM STABILITY OF SOCIOMETRIC STATUS children to permit reliable differentiation of social acceptance. Reliable differentiation at the lower end of social acceptance is of potential importance in identifying those for whom intervention should be prioritised.…”

Section: Introductionmentioning

confidence: 99%

The Long‐term Stability of Sociometric Status Classification: A Longitudinal Study of Included Pupils Who Have Moderate Learning Difficulties and Their Mainstream Peers

Frederickson

Furnham

2001

Child Psychology Psychiatry

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This study investigated the longitudinal stability of sociometric classification in two groups of children aged 8 to 10 years over a 2-year period. Two simple, but sensitive and valid forced-choice sociometric measures were completed by 41 children with moderate learning difficulties (MLD) and 375 mainstream children. On both occasions and on both measures (one using a "work with" and one a "play with" sociometric criterion) MLD pupils were significantly less likely to be classified as popular and more likely to be classified as rejected. Over the 2-year period just over half of the children, whether MLD or mainstream, were classified in the same sociometric category. However, the stability coefficients for the rejected and popular sociometric status groups were found to be higher in the included sample than in the mainstream sample. The results of this study are compared with previous longitudinal studies in the area that have focused on mainstream pupils, and implications for the use of sociometric measures in evaluating the outcomes of inclusion are discussed.

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Section: Introductionmentioning

confidence: 99%

The Long‐term Stability of Sociometric Status Classification: A Longitudinal Study of Included Pupils Who Have Moderate Learning Difficulties and Their Mainstream Peers

Frederickson

Furnham

2001

Child Psychology Psychiatry

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“…Sociometric interviews, including nominations and peer ratings with individual preschool children (Thompson & Powell, 1951;Moreno, 1953;Gronlund, 1959;Perry, 1979;Asher, Singleton, Tinsely, & Hymel, 1979;Coie, Dodge, & Coppotelli, 1982) are the most common method of gathering information on children's peer acceptance and likability. Peer assessment has been essential in studies of social behavior because peers are inside observers of infrequent but salient behaviors.…”

Section: Sociometric Measurementsmentioning

confidence: 99%

Defining Head Start Children's Social Skills

Vartuli¹,

Bolz²,

Choi³

2004

NHSA Dialog

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“…A second method which overcomes these problems to some extent involves the use of a rating scale. A scale prepared by Thompson and Powell names an activity and asks each pupil to rate all other pupils along a seven point scale: 6 6. Would be one of the last three I would choose.…”

Section: Shift Of Opinionmentioning

confidence: 99%

Numerical Indexes of Speech Skill

Gilkinson¹,

Smith²

1954

The bulletin of the National Association of Secondary School Pr

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LTHOUGH ranks and ratings are commonly used in speech contests, numerical indexes of speech skill and related variables have been developed for the most part in connection with research. In this section we shall be concerned with the possible use of such indexes by classroom teachers. It is recognized that the problems and interests of the investigator and the teacher differ to some extent. The former usually deals with trends emerging from mass data; the latter deals with individual pupils in relatively small groups. The former wishes to know if the trends in his data confirm some general hypothesis; the latter wishes to know if a particular index says something of importance about a particular person-where he ranks on a scale of speech skill or on a scale of some associated variable or how much his speech has improved. In the following discussion we will take the point of view of the teacher, rather than that of the investigator. We will begin with some ways of recording the reactions of listeners, then discuss some scales and inventories which reflect the attitudes or personality of the speaker, and, lastly, take up the measurement of speech skill and the use of numerical indexes in the judging of speech contests. References are given for the benefit of those who wish to read more about these topics than is included here. ' REACTIONS OF LISTENERSRatings-The most common and perhaps most useful way of getting an index of a speaker's skill is to have him rated on a numerical scale. This can be done in class. The simplest method is to have all the pupils participate in the rating, each rating each. In a class of twenty-five pupils this procedure would yield twentyfour ratings for each speaker. These can be averaged, giving the class judgment, for each of the twenty-five speakers. The raters can be asked to rate on &dquo;general effectiveness,&dquo; or on some particular aspect of speech behavior such as delivery. Or separate scales can be provided for a number of aspects: diction, composition, gesticulation, etc. Teachers interested in developing or using such scales are advised to examine those developed by Wilke.1What classroom value do such ratings have? They provide a fairly accurate indication of a group's reaction to a speaker. The teacher might find it profitable to check his own judgments against the averaged ratings. He might well analyze instances of wide divergence with a view to revision of his own or his pupils' Downloaded from 215 standards of judgment. Similar divergencies among individual pupil judgments may serve very well as a starting point for classroom discussion of standards.Identification of Emotion'al Expression-Another means of giving a numerical value to the speech skill of an individual is by testing his ability to produce emotional expressions which can be identified by a group of listeners. Dusenbury and Knower 2 studied the identifiability of the emotional expressions of skillful speakers, and the latter 3 published a report showing wide individual differences among college studen...

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An Investigation of the Rating-Scale Approach to the Measurement of Social Status

Cited by 38 publications

References 2 publications

The Long‐term Stability of Sociometric Status Classification: A Longitudinal Study of Included Pupils Who Have Moderate Learning Difficulties and Their Mainstream Peers

The Long‐term Stability of Sociometric Status Classification: A Longitudinal Study of Included Pupils Who Have Moderate Learning Difficulties and Their Mainstream Peers

Defining Head Start Children's Social Skills

Numerical Indexes of Speech Skill

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