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Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms
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Benson, Nicholas F.; Kranzler, John H. – Journal of Psychoeducational Assessment, 2018
This study further examined the Gifted Rating Scales (GRS) at the internal and external stages of test validation by (a) testing structural fidelity as indicated by the number of factors supported as well as the correspondence of the latent factor structure with the scoring model proposed by the authors and (b) examining the external relations of…
Descriptors: Construct Validity, Rating Scales, Academically Gifted, Preschool Children
Validity of the Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version-Research Edition
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Peters, Christine; Kranzler, John H.; Rossen, Eric – Canadian Journal of School Psychology, 2009
This study examines the criterion-related validity evidence of scores on the Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version-Research Version. The authors also investigate the relationship between scores on the MSCEIT-YV and chronological age. Results provide initial support for the construct validity of the MSCEIT-YV but also…
Descriptors: Emotional Intelligence, Age, Construct Validity, Validity
What Does the Cognitive Assessment System (CAS) Measure? Joint Confirmatory Factor Analysis of the CAS and the Woodcock-Johnson Tests of Cognitive Ability (3rd Edition).
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Keith, Timothy Z.; Kranzler, John H.; Flanagan, Dawn P. – School Psychology Review, 2001
Reports the results of the first joint confirmatory factor analysis (CFA) of the Cognitive Assessment System (CAS) and the Woodcock-Johnson Tests of Cognitive Abilities-3rd Edition (WJ III). Results of these analyses do not support the construct validity of the CAS as a measure of the PASS (planning, attention, simultaneous, and sequential)…
Descriptors: Cognitive Ability, Cognitive Measurement, Construct Validity, Factor Analysis
The Construct Validity of Curriculum-Based Measurement of Reading: An Empirical Test of a Plausible Rival Hypothesis.
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Kranzler, John H.; Brownell, Mary T.; Miller, M. David – Journal of School Psychology, 1998
The relative roles of general cognitive ability, speed and efficiency of elemental cognitive processing, and oral reading fluency in the prediction of reading comprehension are examined using multiple regression. The construct validity of the curriculum-based approach to measurement of reading comprehension is supported. Reliability is assessed…
Descriptors: Children, Cognitive Processes, Construct Validity, Curriculum Based Assessment
Factor Structure of the PASS Cognitive Tasks: A Reexamination of Naglieri et al. (1991).
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Kranzler, John H.; Weng, Li-Jen – Journal of School Psychology, 1995
Investigated the factor structure of a battery of tasks hypothesized to measure the constructs of the planning, attention, and simultaneous-successive (PASS) process model of human cognition. Results suggest that the original PASS model provides an improper factor solution. Recommends further refinement of the PASS theory or tests. (RJM)
Descriptors: Cognitive Measurement, Cognitive Processes, Cognitive Psychology, Construct Validity
Validity of the Comprehensive Test of Nonverbal Intelligence (CTONI)
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Rossen, Eric A.; Shearer, Deirdre K.; Penfield, Randall D.; Kranzler, John H. – Journal of Psychoeducational Assessment, 2005
This study examined the construct validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) in two separate investigations. The first study examined criterion-related evidence of validity across racial/ethnic groups on the CTONI and the Woodcock-Johnson Psychoeducational Tests of Achievement (3rd edition). The second study examined the…
Descriptors: Intelligence, Investigations, Student Evaluation, Ethnic Groups