In this study, factor analyses were used to examine the structural validity of scores on the Personal and Academic Self-Concept Inventory (PASCI) in a group of 222 Black college males. Definitions of self-concept and how self-concept has been operationalized in Black populations were also reviewed. Results from this study challenged the…

This study examined how 770 nonscience majors, enrolled in a core-curriculum science course, conceptualized their motivation to learn science. The students responded to the Science Motivation Questionnaire, a 30-item Likert-type instrument designed to provide science education researchers and science instructors with information about students'…

This construct validation study investigated the factor structure of the Test of English as a Foreign Language[TM] Internet-based test (TOEFL[R] iBT). An item-level confirmatory factor analysis was conducted for a test form completed by participants in a field study. A higher-order factor model was identified, with a higher-order general factor…

A sample of 79 individuals participated in the present study to evaluate the test score stability (8-week test-retest interval) and construct validity of the scores of the Adult Manifest Anxiety Scale-College Version, a new measure used to assess anxiety in college students, for application to graduate-level students. Results of the study…

In response to Lissitz and Samuelsen (2007), the author reconstructs the historical arguments for the more comprehensive unitary concept of validity and the principles of scientific inquiry underlying it. Her response is organized in terms of four questions: (a) How did validity in educational measurement come to be conceptualized as unitary, and…

This study used confirmatory factor analysis (CFA) to examine the comparability of the National Nurse Aide Assessment Program (NNAAP[TM]) test scores across language and administration condition groups for calibration and validation samples that were randomly drawn from the same population. Fit statistics supported both the calibration and…

This measurement study examined the construct validity of the retell component of the Texas Middle School Fluency Assessment (Texas Education Agency, University of Houston, & The University of Texas System, 2008a) within a confirmatory factor analysis framework. The role of retell, provided after a one-minute oral reading fluency measure, was…

Test-taking strategies are important cognitive skills that strongly affect students' performance in tests. Using appropriate test-taking strategies improves students' achievement and grades, improves students' attitudes toward tests and reduces test anxiety. This results in improving test accuracy and validity. This study aimed at developing a…

Background: Persistent calls for school-based education about stuttering necessitate a better understanding of peer attitudes toward children who stutter and a means to measure outcomes of such educational interventions. Langevin and Hagler in 2004 developed the Peer Attitudes Toward Children who Stutter scale (PATCS) to address these needs and…

Four studies present the validation of a self-report scale capturing "academic entitlement," which is defined as the tendency to possess an expectation of academic success without a sense of personal responsibility for achieving that success. The Academic Entitlement scale possesses a 2-factor structure (Study 1); 10 items measure students'…

The present study examines the reliability and construct validity of the Dutch version of the Psychopathy Check List: Youth Version (PCL:YV) in a sample of male adolescents admitted to a secure juvenile justice treatment institution (N = 98). Hare's four-factor model is used to examine reliability and validity of the separate dimensions of…

The Woodcock Johnson III Brief Assessment is a "maximum performance test" (Reynolds, Livingston, Willson, 2006) that is designed to assess the upper levels of knowledge and skills of the test taker using both power and speed to obtain a large amount of information in a short period of time. The Brief Assessment also provides an adequate…

Lissitz and Samuelsen (2007) propose a new framework for validity theory and terminology, emphasizing a shift in theory and practice toward issues of test content rather than constructs. The author of this article argues that several of Lissitz and Samuelsen's critiques of validity theory focus on previously considered, but subsequently discarded,…

This study examined the convergent validity of the parent and teacher versions of the Early Childhood Behavior Problem Screening Scale (ECBPSS) with the Child Behavior Checklist (CBCL) and the Caregiver-Teacher Report Form (C-TRF), respectively. Data were collected on a sample of preschool and kindergarten students (n = 149) from two medium-sized…

We assessed parents' beliefs about treatment credibility and effectiveness and examined the influence of these beliefs on subsequent treatment participation. Seventy-six parents completed the Credibility/Expectancies Questionnaire-Parent Version (CEQ-P), and subsequently participated in treatment for their child's clinically referred conduct…