The problem of this study was to examine the equivalency of two different types of criterion-referenced item-selection techniques on simulated data as item pools varied in degrees of item difficulty. A pretest-posttest design was employed in which pass-fail scores were randomly generated for item pools of twenty-five items. From the item pools, the two techniques determined which items were to be used to make up twelve-item criterion-referenced tests. The twenty-five items also were rank ordered according to the discrimination power of the two techniques.

The purpose of this study was to use a cross categorical scoring method for sociometric data focusing upon those individuals who have made the selections. A cross category selection was defined as choosing an individual on a sociometric instrument who was not within one's own classification. The classifications used for this study were sex, race, and perceived achievement level. A cross category score was obtained by summing the number of cross category selections. The conclusions below are the result of this study. Cross categorical scoring provides a useful method of scoring sociometric data. This method successfully focuses on those individuals who make sociometric choices rather than those who receive them. Each category utilized provides a unique contribution. The categories used in this study were sex, race, and achievement level. These are, however, only reflective of any number of variables which could be used. The categories must be chosen to reflect the needs of the particular study in which they are included. Multiple linear regression analysis can be used in order to provide the researcher with enough scope to handle numerous nominal and ordinal independent variables simultaneously. The sociometric criterion or question does make a difference in the results on cross …

The purpose of this study is to determine boundary conditions associated with the number of treatment groups (K), the common treatment group sample size (n), and an index of the extent to which the assumption of equality of treatment population variances is violated (Q) with regard to user confidence in application of the one-way analysis of variance F-test for determining equality of treatment population means. The study concludes that the analysis of variance F-test is robust when the number of treatment groups is less than seven and when the extreme ratio of variances is less than 1:5, but when the violation of the assumption is more severe or the number of treatment groups is seven or more, serious discrepancies between actual and nominal significance levels occur. It was also concluded that for seven treatment groups confidence in the application of the analysis of variance should be limited to the values of Q and n so that n is greater than or equal to 10 In (1/2)Q. For nine treatment groups, it was concluded that confidence be limited to those values of Q and n so that n is greater than or equal to (-2/3) + 12 ln (1/2)Q. No definitive …

The present study is concerned with selected factors that may strongly influence classroom teachers to refer young children for possible placement in special classes when the children are functioning near the borderline for placement on the basis of intelligence test scores. Particular attention was given to the contribution of student attributes (i.e., sex, ethnic background, socioeconomic status, and classroom behavior) and teacher attributes (i.e., age, sex, ethnic background and teaching experience) to the referral patterns of teachers. Also considered were the size of school enrollment, school locale, and interactions among student, teacher, and school variables. It was concluded that the teachers in the population studied responded to the case histories on the basis of certain selective biases. However, the relationship of these biases to referral decisions was less obvious and considerably more complex than has been suggested previously in the professional literature. At the same time, the presence of any bias in the referral process seemingly warrants careful consideration and points to the -need for greater emphasis in pre-service and in-service training programs upon the objective evaluation of students as an integral part of educational planning.

The study seeks to determine the effect upon the F-statistic of violating the assumption of homogeneity of regression slopes in the one-way, fixed-effects analysis of covariance model. The study employs a Monte Carlo simulation technique to vary the degree of heterogeneity of regression slopes with varied sample sizes within experiments to determine the effect of such conditions. One hundred and eighty-three simulations were used.

The problem with which this investigation is concerned is that of developing (a) the concept of instructional claim, and (b) credible principles for instructional claim formulation and evaluation. The belief that these constructions are capable of contributing to the advancement of curricular and instructional research and practice is grounded in three major features. The first feature is that of increased precision of basic concepts and increased coherence among them. The second feature is the deliberate connecting of instructional strategies and goal-states and the connecting of instructional configurations with curricular configurations. The third feature is the introduction of fundamental logical principles as evaluative criteria and the framing of instructional plans in such a way as to be subject to empirical tests under the principles of hypothesis testing that are considered credible in the empirical sciences.

This study sought to determine the effect upon Tukey's Honestly Significant Difference (HSD) statistic of concurrently violating the assumptions of homogeneity of variance and equal sample sizes. Two forms for the unequal sample size problem were investigated. Kramer's form and the harmonic mean approach were the two unequal sample size procedures studied. The study employed a Monte Carlo simulation procedure which varied sample sizes with a heterogeneity of variance condition. Four thousand experiments were generated. Findings of this study were based upon the empirically obtained significance levels. Five conclusions were reached in this study. The first conclusion was that for the conditions of this study the Kramer form of the HSD statistic is not robust at the .05 or .01 nominal level of significance. A second conclusion was that the harmonic mean form of the HSD statistic is not robust at the .05 and .01 nominal level of significance. A general conclusion reached from all the findings formed the third conclusion. It was that the Kramer form of the HSD test is the preferred procedure under combined assumption violations of variance heterogeneity and unequal sample sizes. Two additional conclusions are based on related findings. The fourth conclusion was that for …

The study seeks to determine the effect upon the Marascuilo Ú₀ statistic of violating the small sample assumption. The study employed a Monte Carlo simulation technique to vary the degree of sample size and unequal sample sizes within experiments to determine the effect of such conditions, Twenty-two simulations, with 1200 trials each, were used. The following conclusion appeared to be appropriate: The Marascuilo Ú₀ statistic should not be used with small sample sizes and it is recommended that the statistic be used only if sample sizes are larger than ten.