A substantially revised Medical College Admission Test (MCAT) was introduced in spring 1991. The new examination is designed to assess critical thinking skills, basic concepts and problem solving ...facility in science, and writing skills. This paper reports preliminary findings on the factor structure of the revised MCAT, which consists of four sections: Verbal Reasoning, Physical Sciences, Writing Sample, and Biological Sciences. It was found that a four-factor solution was appropriate for three samples (6,776 students, 1,699 students, and 2,336 students, respectively) selected from three forms (Forms 952, 773, and 105, respectively) administered in spring 1991. A verbal reasoning factor and a writing factor were clearly defined in all analyses. A physics/chemistry factor and a biology factor were found for the total group, White group, and males. A general science factor was found for females, Asians, and Blacks. Factor correlations were compared to correlations between approximately comparable reported scores, and patterns were consistent. Results suggest that the verbal reasoning and writing sample sections have the anticipated internal structures. Because organic chemistry variables load with variables from the physical sciences section rather than the biological sciences section, science variables bear further examination. Additional research on the construct validity of the MCAT is planned. Seven tables present study data. (Author/SLD)
From 1970 to 1985, the Scholastic Aptitude Test (SAT) underwent major modifications caused by: (1) the addition of the Test of Standard Written English (TSWE) to the College Board's Admissions ...Testing Program (ATP); (2) the passage of test disclosure legislation; (3) the institution of test sensitivity reviews; and (4) the use of item response theory equating in SAT scores. This report discusses these modifications as they relate to the SAT's content, format, development procedures, psychometric characteristics, and statistical procedures; and it concludes that despite these major modifications and other concomitant minor changes, the SAT has maintained its stability and continuity. Two figures and eight tables present study findings, and there is an appendix of SAT item-type examples. (Author/SLD)
The predictive and incremental validity of the New Medical College Admission Test (New MCAT) Science Problems Subtest was examined with a sample of over 165 medical students. Criterion measures were ...National Board of Medical Examiners (NBME) Part I (basic science) and Part II (clinical science) performance. The Science Problems subscore is derived from a subset of the same items found on the Biology, Chemistry, and Physics subtests, creating nonindependence. Results of incremental validity analyses and of all possible subsets regression analyses using Mallow's Cp criterion raise questions concerning the practical utility of the Science Problems subtest in prediction equations to make admission decisions. Cross-validation analyses supported the inclusion of the Biology subtest in prediction models of both NBME Parts I and II, and of the Chemistry subtest for NBME Part I. (Author)
The research leading to the decisions to revise the Graduate Record Examination Aptitude Test (GRE) (beginning in October 1981) is reviewed. The issues discussed include the format of the test (the ...timing of each section and the number of sections, the content of the sections--especially the analytical section), the scoring procedure for the GRE, and test disclosure/administrative procedures. Pros and cons of the various revision alternatives are given. The format and content of the test will have direct implications on which equating methodologies are feasible, so the impact of the decisions on the different equating methodologies is considered throughout the discussion. A general summary of equating options is presented. (PN)
Investigated: (1) adaptability of the Binet tests to American conditions (2) changes in serial arrangement necessary for reliability (3) other tests that could supplement the Binet series, and (4) ...psychological and pedagogical value of the tests individually and collectively. The study was conducted on 396 non-selected children (kindergarten to the 8th grade; aged 4 yrs to 15 yrs), in distraction-free hallways and vacant rooms of various school buildings. The time required for the tests was between 30 and 45 mins, depending upon age, the number of tests covered, and the promptness of responses. The results were inconclusive for the 13th to 15th yr children due to small number of cases in these ages. The scale seemed to be far too easy at the lower end, and too difficult at the upper end. For California children, some of the tests will have to be moved by 3 yrs, as indicated by the results.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ
Many individuals taking this art test reflected an unfavorable attitude because of the presence of a number of plates with styles of clothing which had become out-dated. This attitude has been ...changed by omitting certain plates. New normative data are presented. Correlations between the original scale and modified scale are in the high nineties.
The predictive validity of the new Medical College Admission Test (MCAT) was examined; the validity coefficients were compared to those obtained from previous versions of the MCAT and from ...performance data gathered early in a first-year basic science program. Data were collected from about 400 medical students, including: (1) MCAT subscores--biology, chemistry, physics, science problems, reading skills analysis, and quantitative skills analysis; (2) undergraduate grade point average; (3) test scores on locally-developed basic science tests, the Level III examinations; (4) scores on the Basic Science Comprehensive examination; and (5) scores on the National Board of Medical Examiners Part I examination, administered after the first year of medical school. The data were gathered between 1976 and 1980. The highest validity coefficients were obtained when total scores from locally developed examinations were used to predict performance on the two certifying examinations, the Basic Science Comprehensive and the National Board. The predictive validity of the new MCAT appeared to be superior to that of its predecessor. Further study investigating the stability of validity coefficients over several classes of students was recommended. (Author/GDC)
Contact author: Angela Ballantyne, University of California, San Diego, Department of Neurosciences, 9500 Gilman Drive, #0935, La Jolla, CA 92093-0935. E-mail: aballant{at}crl.ucsd.edu .
Purpose: The ...Clinical Evaluation of Language Fundamentals (CELF) is a widely used, comprehensive test battery that assesses language in school-age children and adolescents. The CELFR (E. Semel, E. H. Wiig, & W. Secord, 1987) was updated to the CELF3 (E. Semel, E. H. Wiig, & W. A. Secord, 1995) in 1995. The goal of the present study was to compare scores and evaluate the diagnostic utility of the CELFR and CELF3 in 2 clinical populations and a typically developing control group.
Method: The present study compared CELFR and CELF3 test scores of 107 children with language impairment (LI), 54 children with early focal brain damage (FL), and 90 controls.
Results: All 3 groups demonstrated significantly better performance on the CELF3 than on the CELFR. LI children scored in the moderately-to-severely impaired range on the CELFR, but in the mildly-to-moderately impaired range on the CELF3. FL children went from being mildly-to-moderately impaired on the CELFR to within normal limits on the CELF3. Controls went from the average range on the CELFR to the high average range on the CELF3.
Conclusion: This study is important for professionals who administer language tests and/or use language testing results to recommend appropriate school placements, additional services, and/or interventions. Although psychometric tests are frequently revised, it is not always the case that a revised version has improved diagnostic utility.
KEY WORDS: CELFR, CELF3, language impairment, focal lesion, test revisions, psychometrics, language assessment
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