William M Bart
Biographic Data
| ID | 5429769 |
|---|---|
| NAME | William M Bart |
| GIVEN NAMES | William M |
| FAMILY NAME | Bart |
| SIGNATURE | BART W M |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0003-2075-040X |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1971 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Investigating Course Level Effects on Student Evaluations of Teaching in Higher Education
Although student evaluations of teaching (SET) in higher education have recently gained considerable interest, little is known about whether course level influences these evaluations. Accordingly, two datasets, obtained from a large public university in the U.S. Midwest, were analyzed to investigate whether course level makes a difference in SET. The first dataset included 25,306 evaluations across eight course levels collected using the SET ques…
An investigation of the factor structure of student ratings of teaching at a Midwestern public university in the USA
This study investigates the factorial structure of a five-item questionnaire for student ratings of teaching (SRT) at a university setting. It features factor analyses of three large samples of data from a large Midwestern public university in the USA. Students completed the questionnaire at the end of courses. There were three campuses at the university, and thus three data sets in the study including an evaluation of a total of 27,693 courses w…
An Interpretive Framework of Cognitive Structures
A precise formulation of both cognitive structure and its related theory is provided through use of the mathematical theory of categories. Weaknesses and imprecision in cognitive theory are identified. Using category theory, cognitive structure and related Piagetian theoretic terms are precisely defined and some interrelationships are discussed. Applications to intelligence, learning, and developmental sequence theory are provided. This theoretic…
Young children's knowledge and strategies for comparing sizes
Psychometric Analysis of the Minnesota Test of Critical Thinking
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On the Relationship Between Cultural Literacy and Scholastic Achievement Among University Students in Secondary Education
The relationship between cultural literacy and scholastic achievement among 81 university students in secondary education was investigated. Cultural literacy was assessed by the American Cultural Literacy Test, an objective test of 100 multiple-choice items based on the terms in Hirsch's book on cultural literacy. Scholastic achievement was assessed by final examination score and the number of points received from the midterm and final examinatio…
On the Relationship between Scientific Knowledge and Scientific Reasoning Skills among Elementary School Students
The relationship between scores on scientific knowledge and scientific reasoning among 67 elementary school students in Grades 6 to 8 was investigated. Scientific knowledge was assessed by an objective test of life science knowledge consisting of 40 multiple-choice items. Scientific reasoning was assessed by a test of life science reasoning skills consisting of 10 essay items. Both scientific knowledge and scientific reasoning increased across gr…
An Investigation of Cultural Literacy among High School Students and Prospective High School Teachers
Given the large increase of knowledge as well as changing views of how it is acquired, the question of what to teach students is of pivotal importance. One controversial suggestion, that of cultural literacy in Hirsch's 1987 book, was considered here. An attempt was made to validate an objective test based on the terms in Hirsch's book and to measure the effect of schooling on the construct, cultural literacy. The test was reliable and valid; sco…
An Investigation of the Importance of Domain-Specific Knowledge for Writing Proficiency
This study examined the relationship between domain-specific knowledge and the development of writing skills. 70 undergraduate and postgraduate subjects enrolled in an introductory educational psychology course were assessed for content knowledge and also produced a writing sample evaluating an article in the discipline. For the entire sample, content knowledge and writing proficiency were not significantly correlated. Using the scores of one rat…
Effect of Taxonomic Examples on Free-Classification Among Subjects With Two Levels of Formal Schooling
Unschooled subjects and schooled subjects received instructions on a free-classification task either with or without taxonomic examples. Unschooled subjects who received taxonomic examples gave significantly more taxonomic responses than those unschooled subjects who did not receive such examples. However, providing taxonomic examples did not increase taxonomic responses for those persons with six years of schooling
An Ordering-Analytic Approach to the Study of Group Differences in Intelligence
In the past, studies of group differences in intelligence have primarily used summative test scores and group means as a basis for analysis. This type of analysis can lead to the use of comparative, evaluative terms such as superiority and inferiority of groups. The authors propose an alternative way of studying group differences based on ordering analysis which uses item hierarchies as a basis of comparison between two groups. The subjects were …
A Statistical Test for Prerequisite Relations
A statistical test for testing the probability that prerequisite relationships determined by a Bart-Krus analysis of two dichotomously scored variables occur by chance is presented. The test is based on Fisher's exact test. Implications are discussed
Some Results of Ordering Theory for Guttman Scaling
Some of the ramifications of the linear order assumption underlying much of measurement theory are discussed. Ordering theory is then described as an alternative deterministic measurement model that does not make the linear order assumption. With this theory which emanates from Guttman's scalogram analysis, one can examine the ordering properties of sets of test items. One finding of ordering theory for Guttman scaling is that the probability of …
Some Contributions of Ethology for Education
(1976). SOME CONTRIBUTIONS OF ETHOLOGY FOR EDUCATION. Educational Studies: Vol. 7, No. 3, pp. 258-272
An Ordering Theoretic Method of Multidimensional Scaling of Items
A method for the multidimensional scaling of dichotomous item data is presented which is derived from ordering theory. This method is related to the methodological multivariate extension of Guttman's scalogram analysis developed by Coombs and his students. An example is provided and comparison is provided between the data analytic results of the ordering theoretic method and those of the method of Coombs and his students for their conjunctive mod…
Adolescents' Understanding of Logical Connectives
A 24-item test which measured understanding of logical connectives was administered to a sample of 171 high school adolescents (14 to 19 yr. of age). A set of 3 hypotheses relating to logical connectives was examined. Two of the 3 results such as negated propositions being more difficult to understand than non-negated propositions are consonant with findings from previous research on logical connectives
An Ordering-Theoretic Method to Determine Hierarchies Among Items
Construction and Validation of Formal Reasoning Instruments
This report describes the construction and validation of paper-and-pencil instruments to test for formal operational thought. Three structurally parallel tests in three content areas and four Piagetian formal thought tasks were administered to 90 scholastically above-average adolescents of 13, 16, and 19 yr. Items were six-choice logic items with abstruse and absurd content. The reasoning tests had substantial content validity, modest concurrent …
The Factor Structure of Formal Operations
S ummary . Four Piagetian formal thought tasks, three formal operational reasoning tests, and a test of verbal intelligence were administered to 90 scholastically above‐average adolescents, 30 at each of three age levels (13, 16 and 19). The formal reasoning tests provided scores indicating level of formal reasoning in each of three content areas—biology, history and literature, respectively. It was hypothesised that formal operational skills are…
Some Contributions of Ethology for Education
(1976). SOME CONTRIBUTIONS OF ETHOLOGY FOR EDUCATION. Educational Studies: Vol. 7, No. 3, pp. 258-272
The Factor Structure of Formal Operations
S ummary . Four Piagetian formal thought tasks, three formal operational reasoning tests, and a test of verbal intelligence were administered to 90 scholastically above‐average adolescents, 30 at each of three age levels (13, 16 and 19). The formal reasoning tests provided scores indicating level of formal reasoning in each of three content areas—biology, history and literature, respectively. It was hypothesised that formal operational skills are…
Construction and Validation of Formal Reasoning Instruments
This report describes the construction and validation of paper-and-pencil instruments to test for formal operational thought. Three structurally parallel tests in three content areas and four Piagetian formal thought tasks were administered to 90 scholastically above-average adolescents of 13, 16, and 19 yr. Items were six-choice logic items with abstruse and absurd content. The reasoning tests had substantial content validity, modest concurrent …
An Ordering-Theoretic Method to Determine Hierarchies Among Items
An Ordering Theoretic Method of Multidimensional Scaling of Items
A method for the multidimensional scaling of dichotomous item data is presented which is derived from ordering theory. This method is related to the methodological multivariate extension of Guttman's scalogram analysis developed by Coombs and his students. An example is provided and comparison is provided between the data analytic results of the ordering theoretic method and those of the method of Coombs and his students for their conjunctive mod…
Adolescents' Understanding of Logical Connectives
A 24-item test which measured understanding of logical connectives was administered to a sample of 171 high school adolescents (14 to 19 yr. of age). A set of 3 hypotheses relating to logical connectives was examined. Two of the 3 results such as negated propositions being more difficult to understand than non-negated propositions are consonant with findings from previous research on logical connectives
Some Results of Ordering Theory for Guttman Scaling
Some of the ramifications of the linear order assumption underlying much of measurement theory are discussed. Ordering theory is then described as an alternative deterministic measurement model that does not make the linear order assumption. With this theory which emanates from Guttman's scalogram analysis, one can examine the ordering properties of sets of test items. One finding of ordering theory for Guttman scaling is that the probability of …
Some Contributions of Ethology for Education
(1976). SOME CONTRIBUTIONS OF ETHOLOGY FOR EDUCATION. Educational Studies: Vol. 7, No. 3, pp. 258-272
A Statistical Test for Prerequisite Relations
A statistical test for testing the probability that prerequisite relationships determined by a Bart-Krus analysis of two dichotomously scored variables occur by chance is presented. The test is based on Fisher's exact test. Implications are discussed
An Ordering-Analytic Approach to the Study of Group Differences in Intelligence
In the past, studies of group differences in intelligence have primarily used summative test scores and group means as a basis for analysis. This type of analysis can lead to the use of comparative, evaluative terms such as superiority and inferiority of groups. The authors propose an alternative way of studying group differences based on ordering analysis which uses item hierarchies as a basis of comparison between two groups. The subjects were …
Effect of Taxonomic Examples on Free-Classification Among Subjects With Two Levels of Formal Schooling
Unschooled subjects and schooled subjects received instructions on a free-classification task either with or without taxonomic examples. Unschooled subjects who received taxonomic examples gave significantly more taxonomic responses than those unschooled subjects who did not receive such examples. However, providing taxonomic examples did not increase taxonomic responses for those persons with six years of schooling
An Investigation of the Importance of Domain-Specific Knowledge for Writing Proficiency
This study examined the relationship between domain-specific knowledge and the development of writing skills. 70 undergraduate and postgraduate subjects enrolled in an introductory educational psychology course were assessed for content knowledge and also produced a writing sample evaluating an article in the discipline. For the entire sample, content knowledge and writing proficiency were not significantly correlated. Using the scores of one rat…
An Investigation of Cultural Literacy among High School Students and Prospective High School Teachers
Given the large increase of knowledge as well as changing views of how it is acquired, the question of what to teach students is of pivotal importance. One controversial suggestion, that of cultural literacy in Hirsch's 1987 book, was considered here. An attempt was made to validate an objective test based on the terms in Hirsch's book and to measure the effect of schooling on the construct, cultural literacy. The test was reliable and valid; sco…
On the Relationship between Scientific Knowledge and Scientific Reasoning Skills among Elementary School Students
The relationship between scores on scientific knowledge and scientific reasoning among 67 elementary school students in Grades 6 to 8 was investigated. Scientific knowledge was assessed by an objective test of life science knowledge consisting of 40 multiple-choice items. Scientific reasoning was assessed by a test of life science reasoning skills consisting of 10 essay items. Both scientific knowledge and scientific reasoning increased across gr…
On the Relationship Between Cultural Literacy and Scholastic Achievement Among University Students in Secondary Education
The relationship between cultural literacy and scholastic achievement among 81 university students in secondary education was investigated. Cultural literacy was assessed by the American Cultural Literacy Test, an objective test of 100 multiple-choice items based on the terms in Hirsch's book on cultural literacy. Scholastic achievement was assessed by final examination score and the number of points received from the midterm and final examinatio…
Psychometric Analysis of the Minnesota Test of Critical Thinking
ammonsscientific.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, ammonsscientific.com has it all. We hope you find what you are searching for
Young children's knowledge and strategies for comparing sizes
An Interpretive Framework of Cognitive Structures
A precise formulation of both cognitive structure and its related theory is provided through use of the mathematical theory of categories. Weaknesses and imprecision in cognitive theory are identified. Using category theory, cognitive structure and related Piagetian theoretic terms are precisely defined and some interrelationships are discussed. Applications to intelligence, learning, and developmental sequence theory are provided. This theoretic…
An investigation of the factor structure of student ratings of teaching at a Midwestern public university in the USA
This study investigates the factorial structure of a five-item questionnaire for student ratings of teaching (SRT) at a university setting. It features factor analyses of three large samples of data from a large Midwestern public university in the USA. Students completed the questionnaire at the end of courses. There were three campuses at the university, and thus three data sets in the study including an evaluation of a total of 27,693 courses w…
Investigating Course Level Effects on Student Evaluations of Teaching in Higher Education
Although student evaluations of teaching (SET) in higher education have recently gained considerable interest, little is known about whether course level influences these evaluations. Accordingly, two datasets, obtained from a large public university in the U.S. Midwest, were analyzed to investigate whether course level makes a difference in SET. The first dataset included 25,306 evaluations across eight course levels collected using the SET ques…
Psychology (16 works) · Mathematics education (9 works) · Developmental psychology (7 works) · Computer Science (6 works) · Mathematics (6 works) · Test (biology (6 works) · Cognitive psychology (5 works) · Pedagogy (5 works) · Statistics (5 works) · Cognition (4 works)