Buros Mental Measurements Yearbook

Spies, Robert A.

doi:10.1002/9780470479216.corpsy0149

Cited by 12 publications

(14 citation statements)

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“…Alternate forms reliability coefficients ranged in the low .90s for the total reading section. The SAT-10 by design evidences content and criterion related validity because its development is tied very closely to assessing progress toward meeting state and national standards in reading, mathematics, and language (Berk, 1998; Morse, 2005; Spies & Plake, 2005). …”

Section: Methodsmentioning

confidence: 99%

Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement

Reutzel

Petscher

Spichtig

2012

The Journal of Educational Research

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The authors’ purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban school district in the state of Florida. A matched, quasi-experimental design was constructed using propensity scores for this study. Students in the guided, silent reading intervention, Reading Plus, evidenced higher, statistically significant mean scores on the Florida Comprehensive Assessment Test criterion assessment measure of reading at posttest. The effect size, favoring the guided, silent reading intervention group was large, 1 full standard deviation, when comparing the 2 comparison groups’ mean posttest scores. As such, the results indicate a large advantage for providing struggling third-grade readers guided silent reading fluency practice in a computer-based practice environment. No significant difference was found between the treatment and control group on the Stanford Achievement Test–10 (SAT-10) posttest scores, although posttest scores for the treatment group trended higher than the control. After conducting a power analysis, it was determined that the sample size (n = 80) was too small to provide sufficient statistical power to detect a difference in third-grade students’ SAT-10 scores.

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Section: Methodsmentioning

confidence: 99%

Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement

Reutzel

Petscher

Spichtig

2012

The Journal of Educational Research

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“…We gathered studies from several sources. First, we examined three test reference sources – Mental Measurements Yearbook (Spies & Plake, 2005), Tests in Print (Murphy, Plake, Impara, & Spies, 2002), and Test Critiques (Keyser & Sweetland, 1997) – to identify clerical measures available for purchase and/or those test publishers who might have data on clerical measures. We contacted the tests' publishers to garner relevant supporting technical documentation describing the validity evidence for the tests.…”

Section: Methodsmentioning

confidence: 99%

Meta-Analysis of Clerical Performance Predictors: Still stable after all these years

Whetzel

McCloy

Hooper

et al. 2011

International Journal of Selection and Assessment

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Pearlman, Schmidt, and Hunter (1980) published a seminal paper on the validity of various measures for predicting performance in clerical jobs. They concluded that for both job and training performance criteria, 10 types of tests (e.g., perceptual speed, clerical aptitude, verbal ability) predicted performance across 5 clerical job families. This paper describes a psychometric meta-analysis of validity studies using similar measures for clerical jobs conducted since 1980 to examine the stability of Pearlman and colleagues' validity estimates. This paper contributes to the literature by investigating the long-term stability of validity generalization estimates over a period of several decades. Clerical jobs provide a compelling case study because these jobs have changed considerably due to the increased use of computers and technology in the office environment. Results showed that the mean population estimates in the present study were consistent with, or higher than, those obtained by Pearlman and colleagues, thus demonstrating the long-term stability of metaanalytic estimates of validity. The relative stability of the validity estimates also supports the robustness of g as a predictor, even as jobs change over time.

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“…While there are various tools for assessment, the Child and Adolescent Risk/Needs Evaluation (CARE-2) has the greatest validity when predicting future acts of violence [4]. When assessing, it is imperative to address an individual's environmental, individual, familial, and societal risk factors to have a multifaceted assessment [5]. Using risk assessments to evaluate violence, can predict in an individual will commit future acts of violence.…”

Section: Risk Assessment Of Youth Violencementioning

confidence: 99%

Perspective Chapter: The Assessment of Youth Violence

Johnson¹,

Hollis²

2023

An International Collection of Multidisciplinary Approaches to Violence and Aggression

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Youth violence is a growing public health phenomenon that plagues communities both nationally and internationally, leading to billions of dollars in costly consequences. Youth violence ranks among the top five causes of death among youth in the United States. The development of violence risk assessment tools that identify at-risk youth measures risk factors that lead to violent behavior. In addition, some risk assessment tools identify risk-reduction interventions used to reduce the risk of future or chronic violence. More recent research has focused on individual differences in risk and resilience factors of youth. Moreover, researchers have identified both gender and ethnic differences in risk and resilience models utilized for risk reduction. However, the development and evolution of risk assessment for future violence among youth should not stagnate, as gender and ethnic differences should be incorporated into revised and new assessment tools. After carefully considering the available research, violence assessments should be refined to include gender and culturally relevant considerations to become a reliable and valid resource that is both gender and culturally inclusive and unbiased.

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Buros Mental Measurements Yearbook

Cited by 12 publications

References 0 publications

Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement

Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement

Meta-Analysis of Clerical Performance Predictors: Still stable after all these years

Perspective Chapter: The Assessment of Youth Violence

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