Gerald S Hanna
Biographic Data
| ID | 5972204 |
|---|---|
| NAME | Gerald S Hanna |
| GIVEN NAMES | Gerald S |
| FAMILY NAME | Hanna |
| SIGNATURE | HANNA G S |
| AFFILIATIONS | Kansas State University |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1966 |
| LATEST PUBLICATION YEAR | 1986 |
| H-INDEX | 0 |
High School Student Ratings of Teaching Effectiveness Compared with Teacher Self-Ratings
Two classes of each of four hundred high school teachers were rated for teaching effectiveness by the teachers and by their students using the same instrument. Considerable interrater reliability was found across classes between student and teacher ratings on each item. Overall student-teacher agreement on relative ratings of items was good, as was within-class agreement. Modest interrater reliability was found item by item between teachers and s…
A Comparison of High School Student Ratings of Teaching Effectiveness with Teacher Self-Ratings
Two classes of each of four hundred high school teachers were rated for teaching effectiveness by the teachers and by their students using the same instrument. Separate factor analyses yielded highly similar underlying dimensions. Convergent validity coefficients were significant for all factors. These findings provide support for the validity of high school student ratings of instruction
Relative Validity of the Orleans-Hanna Algebra Prognosis Test in the Prediction of Girls' and Boys' Grades in First-Year Algebra
The relative predictive validity of girls' and boys' success in algebra is examined. Eighth-grade students took the Orleans-Hanna Algebra Prognosis Test. These prognosis test scores were correlated with grades that 519 girls and 421 boys subsequently earned in first-year algebra. Algebra grades of girls proved to be more predictable than those of boys ( p
Instructional Sensitivity Expanded
The presently viewed role and utility of measures of instructional sensitivity were summarized. A case was made that the rationale for the assessment of instructional sensitivity can be applied to all achievement tests and should not continue to be restricted to criterion-referenced mastery tests. Next, a line of research and theory concerning context dependence in tests containing interpretive exercises was outlined. The logic of this theory was…
Discriminant and Convergent Validity of High School Student Ratings of Instruction
Two studies addressed the construct validity of the IDEA Form H Survey with which high school students rate instruction. Both studies provided indirect evidence of the validity of this instrument as a measure of student progress on goals selected by the teacher of each class
Identifying and Adjusting for Biases in Student Evaluations of Instruction
Student evaluations of teaching effectiveness are widely used for improvement of instruction and for administrative decision-making. Several kinds of contaminating variables may influence these ratings. Criteria for identifying such contaminants are set forth. Results of a search for extraneous, biasing variables at the high school level are reported. Of the several potential extraneous influences studied, student motivation/preference and class …
The Contribution of Work-Sample Test Items, Student-Reported Past Grades, And Student-Predicted Grades in Forecasting Achievement in First-Year Algebra
The separate and collective contribution of work-sample aptitude test items, student-reported past grades, and student-fore-casted grades in algebra were studied as means of predicting students grades in first-year algebra. It was found that work-sample test items and questionnaire items each contributed to the predictive efficiency of the Orleans-Hanna Algebra Prognosis Test in forecasting algebra grades
Studies of the Seriousness of Three Threats to Passage Dependence
The three studies presented are concerned with three kinds of multiple-choice reading comprehension questions that may be answered correctly at a higher-than-chance level when they are administered without the accompanying passage. An attempt was made to demonstrate that each of these kinds of high risk item does not necessarily lead to passage dependence invalidity. One study succeeded whereas two failed. The net results of these failures to sho…
Discriminant Validity of Career Maturity Inventory Scales in Grade 9 Students
An aspect of construct validity of the six scales of the Career Maturity Inventory was investigated with 127 ninth-grade students. The scales were found to be more highly intercorrelated than is desirable. Coupled with their modest reliabilities, this outcome was interpreted as a major limitation of the instrument
Toward a Unified Theory of Context Dependence
A CRITICAL REVIEW of the literature on passage dependence concluded that contributions by both Tuinman and Pyrczak provided useful but confusing measures and concepts related to passage dependence. The major source of this confusion was traced, brought into focus, and resolved. After a vital additional element, item difficulty, was identified, the relevant concepts were integrated into a general theory of context dependence. Finally, sample items…
Passage-Dependency Data in the Selection of Reading Comprehension Test Items
The reading comprehension items for a revision of a widely used standardized reading test were administered to several hundred fourth and sixth-grade pupils in order to determine the passage dependency of each item. All of the field-tested reading comprehension items were divided into nine booklets, which contained one normal reading comprehension subtest and one subtest with questions about passages that had been deleted. An index of passage dep…
A Study of the Concurrent Validity of the Career Maturity Inventory
The concurrent validity of the Career Maturity Inventory with two other instruments was investigated for a sample of ninth-grade boys and girls. Some tentative implications concerning construct validity were drawn
An Attempt to Match Students with Instructors
An attempt was made to match educational psychology students with 2 instructors on the basis of students' preferences concerning instructors' traits. 41 and 14 students who were well matched with their instructors were compared with 78 and 18 students who were poorly matched by means of final examination scores, students' assessment of attainment of objectives, and students' attitude regarding the instructor and the field of study. Results indica…
Predicting Algebra Achievement with an Algebra Prognosis Test, IQs, Teacher Predictions, and Mathematics Grades
The Contribution of Work-Sample Test Items, Past Grades, and Student- Predicted Grades to the Prediction of Geometry Enrollment
An Attempt to Validate an Empirically-Derived Interest Scale and Standard Kuder Scales for Predicting Success in High School Geometry
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An Attempt to Validate an Empirically-Derived Interest Scale and Standard Kuder Scales for Predicting Success in High School Geometry
Predicting Algebra Achievement with an Algebra Prognosis Test, IQs, Teacher Predictions, and Mathematics Grades
The Contribution of Work-Sample Test Items, Past Grades, and Student- Predicted Grades to the Prediction of Geometry Enrollment
An Attempt to Match Students with Instructors
An attempt was made to match educational psychology students with 2 instructors on the basis of students' preferences concerning instructors' traits. 41 and 14 students who were well matched with their instructors were compared with 78 and 18 students who were poorly matched by means of final examination scores, students' assessment of attainment of objectives, and students' attitude regarding the instructor and the field of study. Results indica…
Passage-Dependency Data in the Selection of Reading Comprehension Test Items
The reading comprehension items for a revision of a widely used standardized reading test were administered to several hundred fourth and sixth-grade pupils in order to determine the passage dependency of each item. All of the field-tested reading comprehension items were divided into nine booklets, which contained one normal reading comprehension subtest and one subtest with questions about passages that had been deleted. An index of passage dep…
A Study of the Concurrent Validity of the Career Maturity Inventory
The concurrent validity of the Career Maturity Inventory with two other instruments was investigated for a sample of ninth-grade boys and girls. Some tentative implications concerning construct validity were drawn
Discriminant Validity of Career Maturity Inventory Scales in Grade 9 Students
An aspect of construct validity of the six scales of the Career Maturity Inventory was investigated with 127 ninth-grade students. The scales were found to be more highly intercorrelated than is desirable. Coupled with their modest reliabilities, this outcome was interpreted as a major limitation of the instrument
Toward a Unified Theory of Context Dependence
A CRITICAL REVIEW of the literature on passage dependence concluded that contributions by both Tuinman and Pyrczak provided useful but confusing measures and concepts related to passage dependence. The major source of this confusion was traced, brought into focus, and resolved. After a vital additional element, item difficulty, was identified, the relevant concepts were integrated into a general theory of context dependence. Finally, sample items…
Studies of the Seriousness of Three Threats to Passage Dependence
The three studies presented are concerned with three kinds of multiple-choice reading comprehension questions that may be answered correctly at a higher-than-chance level when they are administered without the accompanying passage. An attempt was made to demonstrate that each of these kinds of high risk item does not necessarily lead to passage dependence invalidity. One study succeeded whereas two failed. The net results of these failures to sho…
Discriminant and Convergent Validity of High School Student Ratings of Instruction
Two studies addressed the construct validity of the IDEA Form H Survey with which high school students rate instruction. Both studies provided indirect evidence of the validity of this instrument as a measure of student progress on goals selected by the teacher of each class
Identifying and Adjusting for Biases in Student Evaluations of Instruction
Student evaluations of teaching effectiveness are widely used for improvement of instruction and for administrative decision-making. Several kinds of contaminating variables may influence these ratings. Criteria for identifying such contaminants are set forth. Results of a search for extraneous, biasing variables at the high school level are reported. Of the several potential extraneous influences studied, student motivation/preference and class …
The Contribution of Work-Sample Test Items, Student-Reported Past Grades, And Student-Predicted Grades in Forecasting Achievement in First-Year Algebra
The separate and collective contribution of work-sample aptitude test items, student-reported past grades, and student-fore-casted grades in algebra were studied as means of predicting students grades in first-year algebra. It was found that work-sample test items and questionnaire items each contributed to the predictive efficiency of the Orleans-Hanna Algebra Prognosis Test in forecasting algebra grades
Instructional Sensitivity Expanded
The presently viewed role and utility of measures of instructional sensitivity were summarized. A case was made that the rationale for the assessment of instructional sensitivity can be applied to all achievement tests and should not continue to be restricted to criterion-referenced mastery tests. Next, a line of research and theory concerning context dependence in tests containing interpretive exercises was outlined. The logic of this theory was…
Relative Validity of the Orleans-Hanna Algebra Prognosis Test in the Prediction of Girls' and Boys' Grades in First-Year Algebra
The relative predictive validity of girls' and boys' success in algebra is examined. Eighth-grade students took the Orleans-Hanna Algebra Prognosis Test. These prognosis test scores were correlated with grades that 519 girls and 421 boys subsequently earned in first-year algebra. Algebra grades of girls proved to be more predictable than those of boys ( p
High School Student Ratings of Teaching Effectiveness Compared with Teacher Self-Ratings
Two classes of each of four hundred high school teachers were rated for teaching effectiveness by the teachers and by their students using the same instrument. Considerable interrater reliability was found across classes between student and teacher ratings on each item. Overall student-teacher agreement on relative ratings of items was good, as was within-class agreement. Modest interrater reliability was found item by item between teachers and s…
A Comparison of High School Student Ratings of Teaching Effectiveness with Teacher Self-Ratings
Two classes of each of four hundred high school teachers were rated for teaching effectiveness by the teachers and by their students using the same instrument. Separate factor analyses yielded highly similar underlying dimensions. Convergent validity coefficients were significant for all factors. These findings provide support for the validity of high school student ratings of instruction
Psychology (15 works) · Mathematics education (11 works) · Mathematics (9 works) · Statistics (8 works) · Developmental psychology (7 works) · Psychometrics (7 works) · Computer Science (6 works) · Test (biology) (6 works) · Test validity (6 works) · Applied Psychology (4 works)