Bikkar S Randhawa
Biographic Data
| ID | 5164339 |
|---|---|
| NAME | Bikkar S Randhawa |
| GIVEN NAMES | Bikkar S |
| FAMILY NAME | Randhawa |
| SIGNATURE | RANDHAWA B S |
| AFFILIATIONS | University of Saskatchewan |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 1 |
The Large-Scale, Authentic Assessment of Listening and Speaking as Interactive Communication: Issues in Reliability
In this article we discuss reliability issues in the large-scale assessment of speech communication through authentic or performance techniques used recently in Saskatchewan. New performance-based approaches enable educators to evaluate the integrated, interpersonal communication skills of large populations of students, thereby modeling best professional practice. We conclude, however, that decentralized teacher rating approaches do not yet demon…
Evidence on Validity for the Teaching Behavior Rating Scale
Evidence on Validity for the Teaching Behavior Rating Scale
A Teaching Behavior Rating Scale was developed for rating teacher-interns after about eight weeks of school experience. The scale consists of 16 positively worded 11-point scale items. Using the scale, both the 10 college faculty supervisors and the 67 cooperating teachers rated 67 interns, 30 men and 37 women. The participating interns had been administered the personality section of the Personal Profile Program before commencement of their inte…
The Use of Holistic versus Analytic Scoring for Large-Scale Assessment of Writing
This article discusses a variety of issues associated with the use of holistic and analytic scoring methods in large-scale student assessments. The article reviews the education literature on the subject, describes the results of a recent Saskatchewan study comparing the results of the two scoring approaches, and discusses some of the study’s implications for future large-scale assessments
Understanding Sex Differences in the Components of Mathematics Achievement
This study involved administering for two academic years Reading Comprehension and Mathematics tests of a standardized battery to 253 Grade 10 students from one school. Factor matrices using microcomponents of the two tests for boys and girls were highly similar. While reading comprehension was a significant predictor of the problem-solving component for boys, it was not for girls. Also, significant differences in favor of boys were found on all …
Structure of Learning Environment Variables Under Two Instructional Conditions
The present study investigated the congruence between the factor structures of the learning environment and cognitive variables for mathematics and English courses in Grade 10. Three common factors were obtained in each course. Procedural characteristics and cognitive factors in mathematics were highly similar to the corresponding factors in English. However, the formative characteristics factor identified in mathematics was not congruent to the …
Teachers' Efficacy and Teaching Behaviors
This two-part study examined the factor structure of the Teacher Efficacy Scale and correlations of this scale with the teaching behaviors of 435 student-teacher interns. The two resulting factors accounted for about 18% of the variance, and only three significant but small correlations were observed between the Personal Teacher Efficacy factor and lesson presenting, questioning, and classroom management behaviors
Basic Skills and Macro‐ and Micro‐analysis of Mathematics Achievement of Grade Ten Students as a Function of Gender and Locale
A large and representative 10% sample of classrooms consisting of 1587 students from a mid‐western province in Canada was administered a standardised achievement test battery. This battery consists of four tests, reading, mathematics, written expression, and using sources of information. Gender and rural‐urban differences in achievement and macro‐ and micro‐skills in mathematics were examined. Females, as expected, were superior to males in all e…
Atlases for Children / a Legacy of Perceptual and Cognitive Processes
Validity of Career Maturity Inventory
Validity of the Career Maturity Inventory (CMI) was investigated using 279 grade ten and 256 grade twelve students. Factor analysis of the ten subtests of the CMI and the regression of the CMI variables on intelligence test scores, sex, and grade level indicated partial support of the theoretical postulations. Although two principal factors emerged, the CMI Competence and Attitude subtests did not load distinctly on the separate factors. As expec…
Verbal Interaction of Students and Their Teachers in Junior High Classrooms
Teachers' and students' verbal behaviors were investigated using the CVC system of classification in 72 classrooms of grades seven, eight, and nine in a rural and an urban school system. Trained observers observed classes during instruction in language arts, social studies, mathematics, and science twice during 2 weeks. The canonical correlation and redundancy analyses of 12 of the CVC cell percentages of teachers and students produced four signi…
Evaluation at the University Level: Responsive and Responsible
This paper describes an evaluation of an Elementary Education Program using Stake's model of responsive evaluation. The problems involved in each of the twelve steps of the strategy are discussed and the influence of the University setting on the program is considered
Empirical Validity of Ertl's Brain-Wave Analyzer (BWA02
The empirical validity of Ertl's brain wave analyzer was investigated by the known contrasted groups method. Thirty-two academically talented (mean IQ score = 147) and 16 academically handicapped (mean IQ score = 79) boys and girls aged 12-14 years were compared on four Primary Mental Abilities (PMA) tests, two Sequential Tests of Educational Progress (STEP) measures, and seven Brain Wave Analyzer (BWA) measures. Results indicated that (1) the PM…
A Final Word on “Learning Environment”
When significant discriminant functions are found, it is possible to characterize the discriminant variates on the basis of the high-loading variables, and then to describe the group differences in terms of those abstract characterizations. If one wishes an economical model of group differences without resort to the abstractness of discriminant variates, an approach would be a stepwise discriminant analysis in which the variables are entered one …
"A Final Word on "Learning Environment
Learning Environment in Rural and Urban Classrooms
The present study was an attempt to examine the learning environment and the intellectual variables of grades 8 and 11 classes from rural and urban settings representing mathematics, science, social studies, and English courses. Ninety-six classrooms provided the data. Significant multivariate main effects were obtained on locale (rural and urban) and grade (8 and 11). Significant multivariate main effects and interactions are discussed in relati…
Relationship Between and Among Cognitive Variables and Achievement in Computational Science
A Case for the Use of Multivariate Analysis in Concept Grouping, Dominance Level, and Sex as Related to Verbal Recall
Effect of concept grouping (A), dominance level (B), and sex (C) on immediate venbal recall was investigated using a univariate and a multivariate analysis of covariance (ANCOV and MANCOV) respectively, with digit span as a concomitant variable. 138 adult Ss, 56 males and 82 females, participated in this experiment. The MANCOV in 23 factorial design showed A, C, and A x B as significant beyond the .05 level. The covariate effect was also signific…
Learning Environment in Rural and Urban Classrooms
The present study was an attempt to examine the learning environment and the intellectual variables of grades 8 and 11 classes from rural and urban settings representing mathematics, science, social studies, and English courses. Ninety-six classrooms provided the data. Significant multivariate main effects were obtained on locale (rural and urban) and grade (8 and 11). Significant multivariate main effects and interactions are discussed in relati…
A Case for the Use of Multivariate Analysis in Concept Grouping, Dominance Level, and Sex as Related to Verbal Recall
Effect of concept grouping (A), dominance level (B), and sex (C) on immediate venbal recall was investigated using a univariate and a multivariate analysis of covariance (ANCOV and MANCOV) respectively, with digit span as a concomitant variable. 138 adult Ss, 56 males and 82 females, participated in this experiment. The MANCOV in 23 factorial design showed A, C, and A x B as significant beyond the .05 level. The covariate effect was also signific…
Relationship Between and Among Cognitive Variables and Achievement in Computational Science
A Final Word on “Learning Environment”
When significant discriminant functions are found, it is possible to characterize the discriminant variates on the basis of the high-loading variables, and then to describe the group differences in terms of those abstract characterizations. If one wishes an economical model of group differences without resort to the abstractness of discriminant variates, an approach would be a stepwise discriminant analysis in which the variables are entered one …
"A Final Word on "Learning Environment
Learning Environment in Rural and Urban Classrooms
The present study was an attempt to examine the learning environment and the intellectual variables of grades 8 and 11 classes from rural and urban settings representing mathematics, science, social studies, and English courses. Ninety-six classrooms provided the data. Significant multivariate main effects were obtained on locale (rural and urban) and grade (8 and 11). Significant multivariate main effects and interactions are discussed in relati…
Empirical Validity of Ertl's Brain-Wave Analyzer (BWA02
The empirical validity of Ertl's brain wave analyzer was investigated by the known contrasted groups method. Thirty-two academically talented (mean IQ score = 147) and 16 academically handicapped (mean IQ score = 79) boys and girls aged 12-14 years were compared on four Primary Mental Abilities (PMA) tests, two Sequential Tests of Educational Progress (STEP) measures, and seven Brain Wave Analyzer (BWA) measures. Results indicated that (1) the PM…
Evaluation at the University Level: Responsive and Responsible
This paper describes an evaluation of an Elementary Education Program using Stake's model of responsive evaluation. The problems involved in each of the twelve steps of the strategy are discussed and the influence of the University setting on the program is considered
Validity of Career Maturity Inventory
Validity of the Career Maturity Inventory (CMI) was investigated using 279 grade ten and 256 grade twelve students. Factor analysis of the ten subtests of the CMI and the regression of the CMI variables on intelligence test scores, sex, and grade level indicated partial support of the theoretical postulations. Although two principal factors emerged, the CMI Competence and Attitude subtests did not load distinctly on the separate factors. As expec…
Verbal Interaction of Students and Their Teachers in Junior High Classrooms
Teachers' and students' verbal behaviors were investigated using the CVC system of classification in 72 classrooms of grades seven, eight, and nine in a rural and an urban school system. Trained observers observed classes during instruction in language arts, social studies, mathematics, and science twice during 2 weeks. The canonical correlation and redundancy analyses of 12 of the CVC cell percentages of teachers and students produced four signi…
Atlases for Children / a Legacy of Perceptual and Cognitive Processes
Teachers' Efficacy and Teaching Behaviors
This two-part study examined the factor structure of the Teacher Efficacy Scale and correlations of this scale with the teaching behaviors of 435 student-teacher interns. The two resulting factors accounted for about 18% of the variance, and only three significant but small correlations were observed between the Personal Teacher Efficacy factor and lesson presenting, questioning, and classroom management behaviors
Basic Skills and Macro‐ and Micro‐analysis of Mathematics Achievement of Grade Ten Students as a Function of Gender and Locale
A large and representative 10% sample of classrooms consisting of 1587 students from a mid‐western province in Canada was administered a standardised achievement test battery. This battery consists of four tests, reading, mathematics, written expression, and using sources of information. Gender and rural‐urban differences in achievement and macro‐ and micro‐skills in mathematics were examined. Females, as expected, were superior to males in all e…
Structure of Learning Environment Variables Under Two Instructional Conditions
The present study investigated the congruence between the factor structures of the learning environment and cognitive variables for mathematics and English courses in Grade 10. Three common factors were obtained in each course. Procedural characteristics and cognitive factors in mathematics were highly similar to the corresponding factors in English. However, the formative characteristics factor identified in mathematics was not congruent to the …
Understanding Sex Differences in the Components of Mathematics Achievement
This study involved administering for two academic years Reading Comprehension and Mathematics tests of a standardized battery to 253 Grade 10 students from one school. Factor matrices using microcomponents of the two tests for boys and girls were highly similar. While reading comprehension was a significant predictor of the problem-solving component for boys, it was not for girls. Also, significant differences in favor of boys were found on all …
The Use of Holistic versus Analytic Scoring for Large-Scale Assessment of Writing
This article discusses a variety of issues associated with the use of holistic and analytic scoring methods in large-scale student assessments. The article reviews the education literature on the subject, describes the results of a recent Saskatchewan study comparing the results of the two scoring approaches, and discusses some of the study’s implications for future large-scale assessments
Evidence on Validity for the Teaching Behavior Rating Scale
Evidence on Validity for the Teaching Behavior Rating Scale
A Teaching Behavior Rating Scale was developed for rating teacher-interns after about eight weeks of school experience. The scale consists of 16 positively worded 11-point scale items. Using the scale, both the 10 college faculty supervisors and the 67 cooperating teachers rated 67 interns, 30 men and 37 women. The participating interns had been administered the personality section of the Personal Profile Program before commencement of their inte…
The Large-Scale, Authentic Assessment of Listening and Speaking as Interactive Communication: Issues in Reliability
In this article we discuss reliability issues in the large-scale assessment of speech communication through authentic or performance techniques used recently in Saskatchewan. New performance-based approaches enable educators to evaluate the integrated, interpersonal communication skills of large populations of students, thereby modeling best professional practice. We conclude, however, that decentralized teacher rating approaches do not yet demon…
Psychology (18 works) · Developmental psychology (10 works) · Mathematics education (10 works) · Computer Science (9 works) · Mathematics (7 works) · Social Psychology (6 works) · Statistics (6 works) · Behavioral and Psychological Studies (4 works) · Cognition (4 works) · Scale (ratio (4 works)