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Descriptors:
Foreign Countries; Cultural Background; Asian Culture; Confucianism; Educational Practices; Time Perspective; Public Service Occupations; Occupational Tests; Context Effect; Global Approach; Social Change; Learning Theories; Educational Attitudes; Cultural Differences; Role of Education; Educational Objectives

Abstract:
This is the first of six commentaries discussing Zongjie Wu's essay, "Interpretation, autonomy, and transformation". Wu's analyses of pedagogy have opened a new window for looking at the essence of education. The comparison of Confucius's pedagogy with contemporary teaching in China provides a striking contrast. However, perhaps it is unfair and inaccurate to attribute the evolution of Chinese pedagogy to western influences alone. Such an evolution is also underpinned by changes in society during the process of industrialization. Meanwhile, despite the modern structure, much of the cultural heritage is still retained in China's contemporary education. Nonetheless, when society further advances, the Confucian pedagogy, which amazingly embraced the essence of contemporary learning theories, should have a role to play. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Employment Practices; Outcomes of Education; Labor Turnover; Program Effectiveness; Job Skills; Persistence; Skill Analysis; Personnel Evaluation; Occupational Tests; Occupational Surveys; Performance Technology; Predictive Measurement; Predictive Validity; Measurement Techniques

Abstract:
Twenty-first century is seeing changes in the nature of work, the workforce, and employment practices. These changes, along with increased employer need to select employees who will have the best fit with particular jobs in order to increase return on investment, are leading employers toward greater use of preemployment assessments. The purpose of this study was to investigate the effects of one preemployment assessment tool, the Work Keys skill assessment battery, on employment retention. Participants in this study included 12 companies that had conducted at least 20 Work Keys preemployment assessments based on one job profile using a minimum of three tests. Findings suggest a higher retention rate for those companies utilizing Work Keys as a preemployment assessment tool. This research provides valuable information to employers about their selection and use of a testing instrument. It also should be of interest to community colleges, which often conduct skills assessments for employers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Role of Education; Commercialization; Human Capital; Labor Force Development; Political Attitudes; Employment Potential; Performance Based Assessment; Occupational Tests; Working Class; Testing; Labor; Job Skills

Abstract:
Work-ready is used to measure employability levels among the working classes. This is the neoliberal era of human capital accounting, and global business pins its profits and losses on worker knowledge and job skills. Employers do not believe that school-based curriculums are capable of properly preparing future workers; and the paper diploma is viewed by most employers as meaningless when gauging human capital potential for waged labor. Foundational workplace literacy skills are considered essential for success in acquiring a first job in shrinking labor markets. Public policymakers promote work-ready testing as a tool to weed-out future workers who fail to engender positive work habits and dispositions as well. Testing vendors are contracted for the purpose of certifying employability levels of career-bound students. Driving this reform movement are the domesticating narratives of strategic business competitiveness. Yet the discourse of employability testing is tied to the allocation of jobs in scarce times, and further indicates the failure of global capitalism to provide quality work for all. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade Point Average; Law Schools; College Admission; Law Students; Licensing Examinations (Professions); Occupational Tests; High Stakes Tests; Scores; School Statistics; Black Colleges; Legal Education (Professions); Test Results; Pass Fail Grading; Correlation; Cutting Scores

Abstract:
The following report of descriptive statistics addresses the matriculating class of 2001-2007 according to their Law School Admission Council (LSAC) index. Generally, this report will offer information on the first time bar and ultimate performance on the Bar Exam of TMSL students. In addition, graduating GPA according to the LSAC index will also be reported. More specifically, the report can be used to address the following research questions: 1. What are the Bar passing percentages of a normal sample of the matriculating classes of 2001-2007 according to their LSAC index and their first-time and ultimate performance on the bar examination? a. What was the lowest LSAC index that produced a 75% First Time Bar Passing Rate? 2. What are the descriptive statistics of a normal sample of the matriculating classes of 2001-2007 according to their LSAC index and their graduating GPA? a. What percentage of students admitted with an index of below 2.5 finished with a graduating GPA of less than 2.5? 3. What is the statistical relationship between below 2.5 index scores and below 2.5 graduates to the Bar Passage? LSAC Index Scores are appended. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Simulation; Adaptive Testing; Computer Assisted Testing; Internet; Psychometrics; Item Banks; Test Items; Predictor Variables; Occupational Tests; Item Response Theory; Evaluation Research; Test Construction

Abstract:
An accurately calibrated item bank is essential for a valid computerized adaptive test. However, in some settings, such as occupational testing, there is limited access to test takers for calibration. As a result of the limited access to possible test takers, collecting data to accurately calibrate an item bank in an occupational setting is usually difficult. In such a setting, the item bank can be calibrated online in an operational setting. This study explored three possible automatic online calibration strategies, with the intent of calibrating items accurately while estimating ability precisely and fairly. That is, the item bank is calibrated in a situation where test takers are processed and the scores they obtain have consequences. A simulation study was used to identify the optimal calibration strategy. The outcome measure was the mean absolute error of the ability estimates of the test takers participating in the calibration phase. Manipulated variables were the calibration strategy, the size of the calibration sample, the size of the item bank, and the item response model. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Protestants; Occupational Tests; Personality; Foreign Countries; Work Ethic; Intelligence; Prediction; College Students; Measures (Individuals); Regression (Statistics); Personality Measures; Scores; Individual Differences

Abstract:
To learn if Protestant ethic endorsement predicted intelligence controlling for the big five personality factors, 364 college students from England and the United States completed a 65-item multifaceted work ethic endorsement measure, the 50-item Wonderlic Personnel Test, and a 60-item measure of the big five personality factors. A hierarchical multiple regression revealed that, after controlling for respondent's sex and the big five, work ethic facets accounted for 5.6% of the variability in Wonderlic scores. However, the direction of the relationship between PWE facets and Wonderlic scores depended on the PWE facet in question. Furthermore, the facets accounted for more variability than did a composite work ethic score. The discussion focuses on the multidimensional nature of PWE endorsement and future research with this construct. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Selection Tools; Teacher Selection; Occupational Tests; Grade 5; Cognitive Ability; Correlation; Elementary Education; Grade 4; Pedagogical Content Knowledge; Academic Achievement; Teacher Educators; Computer Assisted Testing

Abstract:
This study examined possible relationships between cognitive ability, teacher dispositions, and content knowledge and elementary classroom achievement. Data was gathered on teachers using the Wonderlic Personnel Test(TM), Star Teacher Pre-Screener(TM) and Praxis II(TM) assessments and compared to classroom growth on the Measurement of Adaptive Progress (MAP) computer-based adaptive assessment. The sample size was fairly small, limited to thirty fourth and fifth grade teachers that volunteered from selected Kentucky public school districts. Pearson correlation analysis did not show any significant relationship between the scores on the three teacher assessments and student academic growth using the MAP growth index scores for corresponding classrooms. Implications of this study are that although no relationship is shown, more research is needed that would include a refined study protocol to acquire a larger, more diverse teacher sample. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intelligence Quotient; Intelligence Tests; Cognitive Tests; Occupational Tests; Predictor Variables; Religious Factors

Abstract:
Lynn, Harvey and Nyborg [Lynn, R., Harvey, J., & Nyborg, H. (in press). Average intelligence predicts atheism rates across 137 nations. "Doi:10.1016/j.intell.2008.03.004".] discovered that average intelligence (IQ) co-varies with national atheism rates. Extending this work, we investigated relationships among individual IQ scores, elementary cognitive task (ECT) performance, and three types of religious beliefs. Sectarianism (believing one's religion is the only path to God) correlated negatively with IQ and ECT. Considerable mean differences also existed on this factor between the highest and lowest IQ (d = 0.69) and ECT (d = 0.73) quartiles. Scriptural acceptance (believing one's scripture is literally true), however, correlated only nominally with IQ and ECT. Religious questioning (one's willingness to question religious convictions) correlated positively with ECT, and consistent differences existed on this factor between the highest and lowest scoring IQ (d = 0.38) and ECT (d = 0.55) quartiles. Only ECT explained unique variance in religious beliefs, as controlling for it attenuated the effects of IQ. Possible theoretical explanations for these effects are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Strategies; Coping; Foreign Countries; Teaching Methods; Stress Variables; Occupational Tests; Measures (Individuals); College Faculty; Cognitive Style; Investigations; Predictor Variables; Self Disclosure (Individuals); Item Analysis; Educational Psychology

Abstract:
The primary objective of this study was to examine the predictive power of occupational stress for teaching approaches. Participants were 246 faculty members from a large university in Guangzhou in the People's Republic of China, who completed the Approaches to Teaching Inventory, four scales from the Occupational Stress Inventory-Revised (assessing role overload, role insufficiency, psychological strain, and rational/cognitive coping), and the Self-rated Ability Scale. Results suggested that after the participants' self-rated abilities were controlled for, the combination of role overload and the use of rational/cognitive coping was conducive to the conceptual-change teaching approach (both intention and strategy), and that role insufficiency negatively predicted the conceptual-change teaching strategy. Furthermore, together, rational/cognitive coping and psychological strain contributed to an information-transmission teaching strategy. The implications of these findings for university academics and for university senior managers are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Calculators; Mathematics Tests; Occupational Tests; Test Reliability; Test Validity; Scores; Job Applicants; Nonverbal Ability; Test Items; Undergraduate Students; Statistical Analysis; Arithmetic

Abstract:
Handheld calculators have been used on the job for more than 30 years, yet the degree to which these devices can affect performance on employment tests of mathematical ability has not been thoroughly examined. This study used a within-subjects research design (N = 167) to investigate the effects of calculator use on test score reliability, test score validity, and test performance as well as the possible moderation of these effects across different types of tests, numbers, and arithmetic operations. Results indicate that total test scores maintained reliability and validity in the calculator condition regardless of test type. However, calculator use disrupted the measurement of mathematical skill when items were composed of integers and decimals, but not of fractions, and this disruption depended on the arithmetic operation required by the item. Nonetheless, the findings suggest that selection specialists may allow job applicants to use calculators on standardized math tests that have an adequate diversity of items without compromising the accuracy of the obtained total test scores. (Contains 8 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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