W Todd Rogers
Datos Biográficos
| ID | 4513994 |
|---|---|
| NOMBRE | W Todd Rogers |
| NOMBRES | W Todd |
| APELLIDO | Rogers |
| FIRMA | ROGERS W T |
| AFILIACIONES | University of Alberta |
| VERIFICADO | No |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAS | 49 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1973 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2015 |
| ÍNDICE H | 3 |
Exploring the Factor Structure of the Revised-Parent as a Social Context Questionnaire
SYNOPSISObjective. This study explored the factor structure and provided evidence of the validity and reliability of the Revised Parents as a Social Context Questionnaire. Design. Online surveys were completed by 404 parents of children ages 2–18 years. An exploratory factor analysis and a second-order factor analysis were conducted to generate six subscales (warmth, rejection, structure, chaos, autonomy support, and coercion) and an overall meas…
Linking Cut-Scores Given Changes in the Decision-Making Process, Administration Time, and Proportions of Item Types Between Successive Administrations of a Test for a Large-Scale Assessment Program
There is a continuing tension in testing programs to equate forms and maintain score scales and at the same time allow for changing conditions in the educational system, such as curriculum shifts or practical limits on testing time. When such changes occur, psychometric staff members are challenged to develop linking methods that allow for comparable reporting but meet requirements for psychometric rigor. This article describes a method addressin…
Use of tree-based regression in the analyses of L2 reading test items
The purpose of this study was to explore whether the results of Tree Based Regression (TBR) analyses, informed by a validated cognitive model, would enhance the interpretation of item difficulties in terms of the cognitive processes involved in answering the reading items included in two forms of the Michigan English Language Assessment Battery (MELAB). A cognitive model was first generated to explain the performance of the MELAB reading items, a…
Robustness of Lord’s Formulas for Item Difficulty and Discrimination Conversions Between Classical and Item Response Theory Models
Lord (1980) proposed formulas that provide direct relationships between IRT discrimination and difficulty parameters and conventional item statistics. The purpose of the present study was to determine the robustness of the formulas beyond the initial and restrictive conditions identified by Lord. Simulation and real achievement data were employed. Results from the simulation study indicate that the item discrimination parameters were recovered qu…
Assessment purposes and procedures in ESL/EFL classrooms
University instructors' classroom assessments play a central role in and inevitably influence their teaching and their students' learning. This paper reports on a comparative interview study conducted in a range of three ESL/EFL university contexts in Canada, Hong Kong and China. Six major aspects of ESL/EFL classroom assessment practices were explored: instructors' assessment planning for the courses they taught, the relative weight given to cou…
Epilogue
Establishing Performance Standards and Setting Cut-Scores
This article serves as an introduction to the following four articles in which four methods for establishing standards and setting cut-scores are presented and evaluated. The purposes, nature, and characteristics of performance standards are first reviewed. This is followed by a brief discussion of the methods for setting cut-scores. Berk’s (1986) criteria for evaluating four of these procedures are then presented and described
A Critical Analysis of the Body of Work Method for Setting Cut-Scores
The recent increase in the use of constructed-response items in educational assessment and the dissatisfaction with the nature of the decision that the judges must make using traditional standard-setting methods created a need to develop new and effective standard setting procedures for tests that include both multiple-choice and constructed-response items. The Body of Work (BoW) method is an examinee-centered method for setting cut-scores that a…
The Use of One-, Two-, and Three-Parameter and Nominal Item Response Scoring in Place of Number-Right Scoring in the Presence of Test-Wiseness
Ability estimates yielded by the one- (1PL), two- (2PL), and three-parameter (3PL) models and the nominal response model (NRM) were compared with the number-right (NR) scoring model using items not susceptible to test-wiseness (NTW) and items susceptible to the ID1 test-wiseness strategy. These items were contained in grade 12 diploma examinations for social studies and chemistry. The results were compared for high-, middle-, and low-ability exam…
Differential Validity and Utility of Successive and Simultaneous Approaches to the Development of Equivalent Achievement Tests in French and English
Described in this article are the first three activities of a research program designed to assess the differential validity and utility of successive and simultaneous approaches to the development of equivalent achievement tests in the French and English languages. Two teams of multilingual/multicultural French-English teachers used the simultaneous approach to develop 70 items respectively for mathematics and social studies at the grade 9 level.…
An Investigation of the Accuracy of Alternative Methods of True Score Estimation in High-Stakes Mixed-Format Examinations
Increasingly, high-stakes large-scale examinations are used to make important decisions about student achievement. Consequently, it is equally important that scores obtained from these examinations are accurate. This study compares the estimation accuracy of procedures based on classical test score theory (CTST) and item response theory (Generalized Partial Credit model, GPCM) for examinations consisting of multiple-choice and extended-response i…
Number-Right, Item-Response, and Finite-State Scoring
The robustness of number-right; one-, two-, and three-parameter item-response; finite-state; and partial-credit scoring was examined with respect to the violation of the equally classifiable options and option independence made in finite-state scoring. All other assumptions underlying the use of these scoring models were met for each of four sub-tests that varied in terms of the violations. Analysis of the responses of 1,232 high school seniors o…
An Empirical Comparison of Three-and Four-Choice Items and Tests
Theoretical and test simulation work reveals that under the knowledge-or-randomguessing assumption, three-option item tests are at least as good as four-option item tests in terms of item discrimination and internal consistency. Of concern, however, is the finding that multiple-choice items may be susceptible to testwiseness, thereby contradicting the random-guessing assumption. Both item-level and test-level characteristics were examined for ite…
Introduction Measurement and Evaluation
Assessment of Student Problem-Solving on Ill-Defined Tasks
Investigations of formal problem-solving are conducted with the expectation that they will predict or at least help understand informal or everyday problem-solving. For instance, if a student scores well on a multiple-choice physics exam, the expectation is that the student will also do well on an everyday physics problem. Traditionally the evaluation of problem-solving skills in educational testing and cognitiw psychology has been dominated by f…
A multi-level analysis of cultural experience and gender influences on causal attributions to perceived performance in mathematics
Background. Causal attributions to academic performance are among the most important factors that influence the student's subsequent achievement behaviour.Aim. The effects of student's gender and cultural experience (region) on the ratings of previously identified causal attribution factors were investigated.Sample. The participants were 341 high school students from the urban (N = 144) and the rural (N = 197) regions of Kenya. There were 205 mal…
Comparison of Finite State Score Theory, Classical Test Theory, and Item Response Theory in Scoring Multiple-Choice Items
Ability estimates obtained from applying finite state score theory, item response models, and classical test theory to score multiple-choice items were compared and contrasted. Responses of 1,230 subjects to the multiple-choice portion of a school-leaving reading comprehension examination were used. Correlations among the ability estimates were nearly perfect. Furthermore, the mean absolute difference values between finite state scores and abilit…
A Confirmatory Factor Analysis of the Test Anxeety Inventory Using Canadian High School Students
The Test Anxiety Inventory (TAI) is one of the most widely used surveys to assess overall test anxiety. In addition, scores are available for two components of anxiety: emotionality and worry. However, there is controversy about the nature of these two components. The authors of the TAI suggest that these two factors are orthogonal, whereas others suggest that they are oblique. Working with a sample of 335 male and 389 female school-leaving stude…
Power Estimates in the Presence of a Covariate and Measurement Error
The statistical power of a test of significance for the difference among means is dependent upon a number of factors, among them the presence of a covariate, which often serves to increase power, as well as measurement error, which reduces power. Formulas are provided for adjusting Cohen's (1977) f value for these two sources of variability. These adjusted f values can then be used with Cohen's power tables. An example of the use of these formula…
Promoting Federal Support for Educational Research in Canada
The support for educational research in Canada has historically lagged far behind the support for educational research in other similarly developed countries. In this paper, the steps taken to redress this situation are briefly described. The effect is dramatic; since 1979–80, federal support for self-initiated, non-contractual research in education has increased from C$126,000 to more than C$1.7 million. 1
The Behavior Of Number-Of-Factors Rules With Simulated Data
issues related to the decision of the number of factors to retain in factor analysis are identified, and three widely-used decision rules -- the Kaiser-Guttman, scree, and likelihood ratio tests -- are isolated for empirical study. Using two differing structural models and incorporating a number of relevant independent variables (such as number of variables, ratio of number of factors to number of variables, variable communality levels, and facto…
Psychometric Characteristics of the Test of Syntactic Abilities Screening Test
The reliability, factorial complexity, and predictive validity of the Test of Syntactic Abilities Screening Test were determined from the responses of 131 mildly impaired (≤ 59 dB HTL), 122 severely impaired (60-89 db HTL), and 129 profoundly deaf (≥ 90 dB HTL) students, eight to 19 years of age and enrolled in school. Factor analyses, Cronbach's composite α, and the lack of differential validity revealed that the test was unifactorial, thereby l…
British Columbia learning assessment program
The Contribution of Kinesic Illustrators Toward the Comprehension of Verbal Behavior Within Utterances
The study assessed the extent to which a speaker's visible body movements can improve verbal comprehension for listeners. Subjects responded to multiple-choice items designed to test their comprehension of 12 videotaped spoken utterances which had been obtained by asking speakers to describe either objects in motion (e.g., a tennis ball, a car, spraying water) or abstract concepts. The 60 subjects each responded to stimuli in one of three present…
Effects of Dominance Tendencies on Floor Holding and Interruption Behavior in Dyadic Interaction1
Journal Article Effects of Dominance Tendencies on Floor Holding and Interruption Behavior in Dyadic Interaction Get access William T. Rogers, William T. Rogers 1Queens College Search for other works by this author on: Oxford Academic Google Scholar Stanley S. Jones Stanley S. Jones 2University of Colorado Search for other works by this author on: Oxford Academic Google Scholar Human Communication Research, Volume 1, Issue 2, December 1975, Pages…
Effects of Dominance Tendencies on Floor Holding and Interruption Behavior in Dyadic Interaction1
Journal Article Effects of Dominance Tendencies on Floor Holding and Interruption Behavior in Dyadic Interaction Get access William T. Rogers, William T. Rogers 1Queens College Search for other works by this author on: Oxford Academic Google Scholar Stanley S. Jones Stanley S. Jones 2University of Colorado Search for other works by this author on: Oxford Academic Google Scholar Human Communication Research, Volume 1, Issue 2, December 1975, Pages…
The Contribution of Kinesic Illustrators Toward the Comprehension of Verbal Behavior Within Utterances
The study assessed the extent to which a speaker's visible body movements can improve verbal comprehension for listeners. Subjects responded to multiple-choice items designed to test their comprehension of 12 videotaped spoken utterances which had been obtained by asking speakers to describe either objects in motion (e.g., a tennis ball, a car, spraying water) or abstract concepts. The 60 subjects each responded to stimuli in one of three present…
Exploring the Factor Structure of the Revised-Parent as a Social Context Questionnaire
SYNOPSISObjective. This study explored the factor structure and provided evidence of the validity and reliability of the Revised Parents as a Social Context Questionnaire. Design. Online surveys were completed by 404 parents of children ages 2–18 years. An exploratory factor analysis and a second-order factor analysis were conducted to generate six subscales (warmth, rejection, structure, chaos, autonomy support, and coercion) and an overall meas…
Assessment of Student Problem-Solving on Ill-Defined Tasks
Investigations of formal problem-solving are conducted with the expectation that they will predict or at least help understand informal or everyday problem-solving. For instance, if a student scores well on a multiple-choice physics exam, the expectation is that the student will also do well on an everyday physics problem. Traditionally the evaluation of problem-solving skills in educational testing and cognitiw psychology has been dominated by f…
A multi-level analysis of cultural experience and gender influences on causal attributions to perceived performance in mathematics
Background. Causal attributions to academic performance are among the most important factors that influence the student's subsequent achievement behaviour.Aim. The effects of student's gender and cultural experience (region) on the ratings of previously identified causal attribution factors were investigated.Sample. The participants were 341 high school students from the urban (N = 144) and the rural (N = 197) regions of Kenya. There were 205 mal…
Writing Errors
Preview this article: Writing Errors: Implications about Student Writers, Page 1 of 1 /docserver/preview/fulltext/rte/7/3/researchintheteachingofenglish20134-1.gif
Effects of Dominance Tendencies on Floor Holding and Interruption Behavior in Dyadic Interaction1
Journal Article Effects of Dominance Tendencies on Floor Holding and Interruption Behavior in Dyadic Interaction Get access William T. Rogers, William T. Rogers 1Queens College Search for other works by this author on: Oxford Academic Google Scholar Stanley S. Jones Stanley S. Jones 2University of Colorado Search for other works by this author on: Oxford Academic Google Scholar Human Communication Research, Volume 1, Issue 2, December 1975, Pages…
The Contribution of Kinesic Illustrators Toward the Comprehension of Verbal Behavior Within Utterances
The study assessed the extent to which a speaker's visible body movements can improve verbal comprehension for listeners. Subjects responded to multiple-choice items designed to test their comprehension of 12 videotaped spoken utterances which had been obtained by asking speakers to describe either objects in motion (e.g., a tennis ball, a car, spraying water) or abstract concepts. The 60 subjects each responded to stimuli in one of three present…
British Columbia learning assessment program
Psychometric Characteristics of the Test of Syntactic Abilities Screening Test
The reliability, factorial complexity, and predictive validity of the Test of Syntactic Abilities Screening Test were determined from the responses of 131 mildly impaired (≤ 59 dB HTL), 122 severely impaired (60-89 db HTL), and 129 profoundly deaf (≥ 90 dB HTL) students, eight to 19 years of age and enrolled in school. Factor analyses, Cronbach's composite α, and the lack of differential validity revealed that the test was unifactorial, thereby l…
The Behavior Of Number-Of-Factors Rules With Simulated Data
issues related to the decision of the number of factors to retain in factor analysis are identified, and three widely-used decision rules -- the Kaiser-Guttman, scree, and likelihood ratio tests -- are isolated for empirical study. Using two differing structural models and incorporating a number of relevant independent variables (such as number of variables, ratio of number of factors to number of variables, variable communality levels, and facto…
Promoting Federal Support for Educational Research in Canada
The support for educational research in Canada has historically lagged far behind the support for educational research in other similarly developed countries. In this paper, the steps taken to redress this situation are briefly described. The effect is dramatic; since 1979–80, federal support for self-initiated, non-contractual research in education has increased from C$126,000 to more than C$1.7 million. 1
Power Estimates in the Presence of a Covariate and Measurement Error
The statistical power of a test of significance for the difference among means is dependent upon a number of factors, among them the presence of a covariate, which often serves to increase power, as well as measurement error, which reduces power. Formulas are provided for adjusting Cohen's (1977) f value for these two sources of variability. These adjusted f values can then be used with Cohen's power tables. An example of the use of these formula…
A Confirmatory Factor Analysis of the Test Anxeety Inventory Using Canadian High School Students
The Test Anxiety Inventory (TAI) is one of the most widely used surveys to assess overall test anxiety. In addition, scores are available for two components of anxiety: emotionality and worry. However, there is controversy about the nature of these two components. The authors of the TAI suggest that these two factors are orthogonal, whereas others suggest that they are oblique. Working with a sample of 335 male and 389 female school-leaving stude…
Comparison of Finite State Score Theory, Classical Test Theory, and Item Response Theory in Scoring Multiple-Choice Items
Ability estimates obtained from applying finite state score theory, item response models, and classical test theory to score multiple-choice items were compared and contrasted. Responses of 1,230 subjects to the multiple-choice portion of a school-leaving reading comprehension examination were used. Correlations among the ability estimates were nearly perfect. Furthermore, the mean absolute difference values between finite state scores and abilit…
A multi-level analysis of cultural experience and gender influences on causal attributions to perceived performance in mathematics
Background. Causal attributions to academic performance are among the most important factors that influence the student's subsequent achievement behaviour.Aim. The effects of student's gender and cultural experience (region) on the ratings of previously identified causal attribution factors were investigated.Sample. The participants were 341 high school students from the urban (N = 144) and the rural (N = 197) regions of Kenya. There were 205 mal…
An Empirical Comparison of Three-and Four-Choice Items and Tests
Theoretical and test simulation work reveals that under the knowledge-or-randomguessing assumption, three-option item tests are at least as good as four-option item tests in terms of item discrimination and internal consistency. Of concern, however, is the finding that multiple-choice items may be susceptible to testwiseness, thereby contradicting the random-guessing assumption. Both item-level and test-level characteristics were examined for ite…
Introduction Measurement and Evaluation
Assessment of Student Problem-Solving on Ill-Defined Tasks
Investigations of formal problem-solving are conducted with the expectation that they will predict or at least help understand informal or everyday problem-solving. For instance, if a student scores well on a multiple-choice physics exam, the expectation is that the student will also do well on an everyday physics problem. Traditionally the evaluation of problem-solving skills in educational testing and cognitiw psychology has been dominated by f…
Number-Right, Item-Response, and Finite-State Scoring
The robustness of number-right; one-, two-, and three-parameter item-response; finite-state; and partial-credit scoring was examined with respect to the violation of the equally classifiable options and option independence made in finite-state scoring. All other assumptions underlying the use of these scoring models were met for each of four sub-tests that varied in terms of the violations. Analysis of the responses of 1,232 high school seniors o…
Differential Validity and Utility of Successive and Simultaneous Approaches to the Development of Equivalent Achievement Tests in French and English
Described in this article are the first three activities of a research program designed to assess the differential validity and utility of successive and simultaneous approaches to the development of equivalent achievement tests in the French and English languages. Two teams of multilingual/multicultural French-English teachers used the simultaneous approach to develop 70 items respectively for mathematics and social studies at the grade 9 level.…
An Investigation of the Accuracy of Alternative Methods of True Score Estimation in High-Stakes Mixed-Format Examinations
Increasingly, high-stakes large-scale examinations are used to make important decisions about student achievement. Consequently, it is equally important that scores obtained from these examinations are accurate. This study compares the estimation accuracy of procedures based on classical test score theory (CTST) and item response theory (Generalized Partial Credit model, GPCM) for examinations consisting of multiple-choice and extended-response i…
The Use of One-, Two-, and Three-Parameter and Nominal Item Response Scoring in Place of Number-Right Scoring in the Presence of Test-Wiseness
Ability estimates yielded by the one- (1PL), two- (2PL), and three-parameter (3PL) models and the nominal response model (NRM) were compared with the number-right (NR) scoring model using items not susceptible to test-wiseness (NTW) and items susceptible to the ID1 test-wiseness strategy. These items were contained in grade 12 diploma examinations for social studies and chemistry. The results were compared for high-, middle-, and low-ability exam…
Epilogue
Establishing Performance Standards and Setting Cut-Scores
This article serves as an introduction to the following four articles in which four methods for establishing standards and setting cut-scores are presented and evaluated. The purposes, nature, and characteristics of performance standards are first reviewed. This is followed by a brief discussion of the methods for setting cut-scores. Berk’s (1986) criteria for evaluating four of these procedures are then presented and described
A Critical Analysis of the Body of Work Method for Setting Cut-Scores
The recent increase in the use of constructed-response items in educational assessment and the dissatisfaction with the nature of the decision that the judges must make using traditional standard-setting methods created a need to develop new and effective standard setting procedures for tests that include both multiple-choice and constructed-response items. The Body of Work (BoW) method is an examinee-centered method for setting cut-scores that a…
Assessment purposes and procedures in ESL/EFL classrooms
University instructors' classroom assessments play a central role in and inevitably influence their teaching and their students' learning. This paper reports on a comparative interview study conducted in a range of three ESL/EFL university contexts in Canada, Hong Kong and China. Six major aspects of ESL/EFL classroom assessment practices were explored: instructors' assessment planning for the courses they taught, the relative weight given to cou…
Robustness of Lord’s Formulas for Item Difficulty and Discrimination Conversions Between Classical and Item Response Theory Models
Lord (1980) proposed formulas that provide direct relationships between IRT discrimination and difficulty parameters and conventional item statistics. The purpose of the present study was to determine the robustness of the formulas beyond the initial and restrictive conditions identified by Lord. Simulation and real achievement data were employed. Results from the simulation study indicate that the item discrimination parameters were recovered qu…
Use of tree-based regression in the analyses of L2 reading test items
The purpose of this study was to explore whether the results of Tree Based Regression (TBR) analyses, informed by a validated cognitive model, would enhance the interpretation of item difficulties in terms of the cognitive processes involved in answering the reading items included in two forms of the Michigan English Language Assessment Battery (MELAB). A cognitive model was first generated to explain the performance of the MELAB reading items, a…
Linking Cut-Scores Given Changes in the Decision-Making Process, Administration Time, and Proportions of Item Types Between Successive Administrations of a Test for a Large-Scale Assessment Program
There is a continuing tension in testing programs to equate forms and maintain score scales and at the same time allow for changing conditions in the educational system, such as curriculum shifts or practical limits on testing time. When such changes occur, psychometric staff members are challenged to develop linking methods that allow for comparable reporting but meet requirements for psychometric rigor. This article describes a method addressin…
Psychology (21 obras) · Mathematics (14 obras) · Statistics (13 obras) · Mathematics education (10 obras) · Psychometric Methodologies and Testing (10 obras) · Psychometrics (8 obras) · Econometrics (7 obras) · Test (biology) (7 obras) · Computer Science (6 obras) · Developmental psychology (6 obras)