Jeri Benson
Biographic Data
| ID | 5181933 |
|---|---|
| NAME | Jeri Benson |
| GIVEN NAMES | Jeri |
| FAMILY NAME | Benson |
| SIGNATURE | BENSON J |
| AFFILIATIONS | University of Maryland |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 0 |
The Performance of Regression-Based Variations of the Visual Scree for Determining the Number of Common Factors
The accuracy and consistency of four regression-based variations of the visual scree (Cattell-Nelson-Gorsuch, multiple regression, t-value index, and standard error scree [SEscree]) were examined using artificial data with known characteristics. The results indicated that in general, the SEscree was more accurate than the other three procedures. The observation-to-variable ratio was most influential on the accuracy and the consistency of the numb…
The Performance of Regression-Based Variations of the Visual Scree for Determining the Number of Common Factors
The accuracy and consistency of four regression-based variations of the visual scree (Cattell-Nelson-Gorsuch, multiple regression, t-value index, and standard error scree [SEscree]) were examined using artificial data with known characteristics. The results indicated that in general, the SEscree was more accurate than the other three procedures. The observation-to-variable ratio was most influential on the accuracy and the consistency of the numb…
Identification of Factor Models for the Wisc-Iii
Confirmatory factor analysis was used to test three models of the WISC-III including Wechsler's original two-factor conceptualization, Kaufman's three-factor model, and the four-factor model proposed in the WISC-III manual. Correlation matrixes and standard deviations for the standardization sample for age groups 6 to 16 provided in the WISC-III manual were used as input to LISREL 7 to test the three models. Statistically, none of the models fit …
Second-Order Confirmatory Factor Analysis of the Reactions to Tests Scale with Cross-Validation
The factor structure of the RTT was evaluated by testing a series of confirmatory factor models including a second-order structure. The results indicated that a reduced 20-item RTT scale fit the data better than the 40-item original RTT and that a second-order structure explained the data very well. The models were cross-validated using several strategies. The reduced RTT was found not to cross-validate in terms of overall fit. However, when the …
Testing the Factor Structure Invariance of a Computer Attitude Scale Over Two Grouping Conditions
A computer attitude scale is tested for invariance over the grouping conditions of males/females and graduate/undergraduate. Through both exploratory and confirmatory factor analysis, the original scale, developed by Loyd and Gressard (1984a), was revised to 23 items representing three factors. The revised scale was found to be invariant over both conditions in terms of number of factors and intercorrelations among the factors. Although there wer…
Testing the Dimensionality of the Piers-Harris Children's Self-Concept Scale
Confirmatory factor analysis techniques were used to assess several structural models that have been reported in the literature regarding the construct validity of the Piers-Harris Children's Self-Concept Scale (CSC). Responses from 885 Black, White, and Hispanic students in grades 3 to 6 were analyzed by using the LISREL VI program. Results indicating support for a three-factor model (one content factor plus two phrasing factors) suggested that …
Using Lisrel to Evaluate Measurement Models and Scale Reliability
The present paper demonstrates how LISREL can be used to examine measurement model assumptions and to assess the reliability of a scale. LISREL was used to investigate (a) the nature of the basic measurement model for a scale, (b) scale invariance across time, and (c) scale invariance across groups. Information obtained in such analyses helps to assess accurately the estimate of the reliability of the scale. As an illustration, responses of 722 e…
Detecting Item Bias in Affective Scales
The purpose of the study was to demonstrate the use of confirmatory factor analysis to investigate the existence of item bias in an affective scale measuring self-concept. The data were collected from three ethnic groups (Black, Hispanic, and White) in grade eight (N = 1264). The factor structure and item uniqueness were simultaneously compared across ethnic groups by using the LISREL program. A differential response pattern found across the thre…
Effects of Test-Wiseness Training and Ethnicity on Achievement of Third- and Fifth-Grade Students
This study determined whether test-wiseness training would influence the achievement of students in math and reading. Significant effects were noted in math for fifth-grade students
An Analysis of the Dimensionality of the Pupil Control Ideology Scale
The Pupil Control Ideology (PCI) scale is a unidimensional instrument which reportedly measures a respondent's pupil control orientation on a humanistic-custodial continuum. In a recent study examining the dimensionality of the PCI, Graham, Halpin, Harris, and Benson (1985) used exploratory and confirmatory factor analytic procedures to analyze the responses of 362 college students. Results of the analyses provided support for the contention that…
A Redefinition of Content Validity
Content validity has been defined as the formal specification of the universe of tasks the test purports to measure. The universe of tasks consists of both the subject matter of the instrument and the structure of the instrument. However, it has been observed that instrument structure is often overlooked in the development and validation of achievement tests. A review of the research on item writing, item format, test instructions, and item reada…
The Effects of Item Format and Reading Ability on Objective Test Performance
As achievement in basic reading skills declines, the content validity of tests in special subjects (e.g., science or social studies) may be reduced because examinees cannot read the test items. This empirical study was designed to investigate the influence of reading ability and item format on objective test performance. Subjects were ninth- and tenth-grade students in a basic health science course, randomly assigned to a true-false, multiple cho…
Achievement, Guessing, and Risk-Taking Behavior under Norm Referenced and Criterion Referenced Testing Conditions
This experimental study was designed to determine whether the levels of guessing, risk-taking, or achievement could vary under norm referenced or criterion referenced testing conditions. Subjects were 156 students in an introductory measurement course, systematically assigned to a norm referenced or criterion referenced testing condition. Scores on guessing, risk-taking, achievement under penalty, and achievement without penalty-for-guessing were…
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Achievement, Guessing, and Risk-Taking Behavior under Norm Referenced and Criterion Referenced Testing Conditions
This experimental study was designed to determine whether the levels of guessing, risk-taking, or achievement could vary under norm referenced or criterion referenced testing conditions. Subjects were 156 students in an introductory measurement course, systematically assigned to a norm referenced or criterion referenced testing condition. Scores on guessing, risk-taking, achievement under penalty, and achievement without penalty-for-guessing were…
The Effects of Item Format and Reading Ability on Objective Test Performance
As achievement in basic reading skills declines, the content validity of tests in special subjects (e.g., science or social studies) may be reduced because examinees cannot read the test items. This empirical study was designed to investigate the influence of reading ability and item format on objective test performance. Subjects were ninth- and tenth-grade students in a basic health science course, randomly assigned to a true-false, multiple cho…
A Redefinition of Content Validity
Content validity has been defined as the formal specification of the universe of tasks the test purports to measure. The universe of tasks consists of both the subject matter of the instrument and the structure of the instrument. However, it has been observed that instrument structure is often overlooked in the development and validation of achievement tests. A review of the research on item writing, item format, test instructions, and item reada…
An Analysis of the Dimensionality of the Pupil Control Ideology Scale
The Pupil Control Ideology (PCI) scale is a unidimensional instrument which reportedly measures a respondent's pupil control orientation on a humanistic-custodial continuum. In a recent study examining the dimensionality of the PCI, Graham, Halpin, Harris, and Benson (1985) used exploratory and confirmatory factor analytic procedures to analyze the responses of 362 college students. Results of the analyses provided support for the contention that…
Effects of Test-Wiseness Training and Ethnicity on Achievement of Third- and Fifth-Grade Students
This study determined whether test-wiseness training would influence the achievement of students in math and reading. Significant effects were noted in math for fifth-grade students
Using Lisrel to Evaluate Measurement Models and Scale Reliability
The present paper demonstrates how LISREL can be used to examine measurement model assumptions and to assess the reliability of a scale. LISREL was used to investigate (a) the nature of the basic measurement model for a scale, (b) scale invariance across time, and (c) scale invariance across groups. Information obtained in such analyses helps to assess accurately the estimate of the reliability of the scale. As an illustration, responses of 722 e…
Detecting Item Bias in Affective Scales
The purpose of the study was to demonstrate the use of confirmatory factor analysis to investigate the existence of item bias in an affective scale measuring self-concept. The data were collected from three ethnic groups (Black, Hispanic, and White) in grade eight (N = 1264). The factor structure and item uniqueness were simultaneously compared across ethnic groups by using the LISREL program. A differential response pattern found across the thre…
Testing the Dimensionality of the Piers-Harris Children's Self-Concept Scale
Confirmatory factor analysis techniques were used to assess several structural models that have been reported in the literature regarding the construct validity of the Piers-Harris Children's Self-Concept Scale (CSC). Responses from 885 Black, White, and Hispanic students in grades 3 to 6 were analyzed by using the LISREL VI program. Results indicating support for a three-factor model (one content factor plus two phrasing factors) suggested that …
Testing the Factor Structure Invariance of a Computer Attitude Scale Over Two Grouping Conditions
A computer attitude scale is tested for invariance over the grouping conditions of males/females and graduate/undergraduate. Through both exploratory and confirmatory factor analysis, the original scale, developed by Loyd and Gressard (1984a), was revised to 23 items representing three factors. The revised scale was found to be invariant over both conditions in terms of number of factors and intercorrelations among the factors. Although there wer…
Second-Order Confirmatory Factor Analysis of the Reactions to Tests Scale with Cross-Validation
The factor structure of the RTT was evaluated by testing a series of confirmatory factor models including a second-order structure. The results indicated that a reduced 20-item RTT scale fit the data better than the 40-item original RTT and that a second-order structure explained the data very well. The models were cross-validated using several strategies. The reduced RTT was found not to cross-validate in terms of overall fit. However, when the …
Identification of Factor Models for the Wisc-Iii
Confirmatory factor analysis was used to test three models of the WISC-III including Wechsler's original two-factor conceptualization, Kaufman's three-factor model, and the four-factor model proposed in the WISC-III manual. Correlation matrixes and standard deviations for the standardization sample for age groups 6 to 16 provided in the WISC-III manual were used as input to LISREL 7 to test the three models. Statistically, none of the models fit …
The Performance of Regression-Based Variations of the Visual Scree for Determining the Number of Common Factors
The accuracy and consistency of four regression-based variations of the visual scree (Cattell-Nelson-Gorsuch, multiple regression, t-value index, and standard error scree [SEscree]) were examined using artificial data with known characteristics. The results indicated that in general, the SEscree was more accurate than the other three procedures. The observation-to-variable ratio was most influential on the accuracy and the consistency of the numb…
The Performance of Regression-Based Variations of the Visual Scree for Determining the Number of Common Factors
The accuracy and consistency of four regression-based variations of the visual scree (Cattell-Nelson-Gorsuch, multiple regression, t-value index, and standard error scree [SEscree]) were examined using artificial data with known characteristics. The results indicated that in general, the SEscree was more accurate than the other three procedures. The observation-to-variable ratio was most influential on the accuracy and the consistency of the numb…
Mathematics (12 works) · Psychology (12 works) · Statistics (11 works) · Confirmatory factor analysis (7 works) · Developmental psychology (7 works) · Structural equation modeling (7 works) · Psychometric Methodologies and Testing (6 works) · Psychometrics (6 works) · Scale (ratio) (6 works) · Computer Science (4 works)