This study examines the relationship between social and emotional abilities and standardized test results among elementary school students in Saudi Arabia. The data was collected using a purposive sampling strategy, with the Social and Emotional Learning Assessment Scale (SELAS) used to assess skills and actual educational material utilized to provide standardized test results. Data analysis involves the utilization of descriptive statistics, Pearson correlation coefficients, regression assessment, ANCOVA, and subgroup analyses. The results indicate a robust and positive correlation between (...) social and emotional abilities and standardized test scores. The regression evaluation demonstrates the ability of these skills to accurately predict academic achievement. The ANCOVA method finds socio-economic variables as the primary moderators. The evident existence of disparities, principally influenced by gender and grade level, highlights the necessity for interventions that are specifically tailored to address these variances. Proposed approaches include integrating comprehensive social and emotional learning activities into educational curricula, implementing targeted interventions to address socio-economic disparities, and implementing strategies customized to individual genders. Maintaining continuous surveillance and assessment is crucial for fostering a comprehensive academic environment. (shrink)

Differing findings exist on how Defining Issues Test (DIT) scores relate to intelligence. Further study is needed in order to address aspects of intellect not previously considered and to address how these relationships rival studies that have compared indices of intellect with constructs similar to DIT scores. In the present study, a sample of 117 participants completed the DIT and the Kaufman Adolescent and Adult Intelligence Test (KAIT), which assesses crystallised and fluid intelligence. Structural equation modelling (...) offered supporting evidence that these measurements represent separate sources of information. Statistically significant paths from KAIT crystallised indices to DIT scores were seen, though there was much overlap. Negligible paths were seen from KAIT fluid indices to DIT scores in the sample overall though this relationship strengthens when advanced moral judgement development is considered. Thus, the present study affirms the DIT's construct validity and illustrates how crystallised and fluid intellectual abilities pertain to DIT scores. (shrink)

The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments. Therefore, the present (...) study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations. We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct and indirect associations via test scores. Conscientiousness explained discrepancies between teacher-assigned grades and students’ scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery. (shrink)

Data mining technology is an effective knowledge mining and data relationship induction technology based on massive data, which is widely used in data analysis in many fields. In order to improve the utilization effect of students’ performance and meet the teaching needs of modern education, data mining technology can be applied to the existing performance database to mine the data information and treatment. Data mining technology is used to analyse and process the data stored in the student achievement management system, (...) which provides the basis for improving the teaching quality and optimizing the teaching resources. Based on the analysis of the relevant data of large-scale English test results, this paper finds out the relevant rules that affect college English test results, forms the corresponding performance prediction rules, uses data mining technology to more comprehensively analyse the factors that affect students’ performance, establishes a model, and uses data mining tools to mine and analyse students’ English test data. It is of great practical significance to select the model with high accuracy, further optimize the parameters, make good use of the data, and then take targeted measures to guide the teaching reform, help students make more efficient learning plans, and improve and perfect the existing problems in teaching. (shrink)

Item response theory (IRT) is a modern psychometric framework for estimating respondents’ latent traits (e.g., ability, attitude, and personality) based on their responses to a set of questions in psychological tests. The current study adopted an item response tree (IRTree) method, which combines the tree model with IRT models for handling the sequential process of responding to a test item, to score individual moral inclination for the CNI test—a broadly adopted model for examining humans’ moral decision-making with three (...) parameters generated: sensitivity to moral norms, sensitivity to consequences, and inaction preference. Compared to previous models for the CNI test, the resulting EIRTree-CNI Model is able to generate individual scores without increasing the number of items (thus, less subject fatigue or compromised response quality) or employing a post hoc approach that is deemed statistically suboptimal. The model fits the data well, and the subsequent test also supported the concurrent validity and the predictive validity of the model. Limitations are discussed further. (shrink)

The internal structure of ability emotional intelligence tests at item level has been hardly studied, and if studied often the predicted structure did not show. In the present study, an a priori model for responses to EI ability items using Likert response scales with a Situational Judgement Test format is investigated with confirmatory factor analysis. The model consists of a target EI ability factor, an acquiescence factor, which is a method factor induced by the Likert response scales, and design-based (...) error covariances, which are induced by the SJT format. It is investigated whether this a priori model can account for the observed associations between the raw item responses of the Components of Emotion Understanding Test-24. The CEUT-24 is a new test developed to assess emotion understanding, a key aspect of the EI ability construct, based on the componential emotion framework. The sample consisted of 1184 participants from four European countries speaking four different languages. Findings showed that the a priori model fitted the data well in all four languages. Furthermore, measurement invariance testing gave evidence for a well-fitting configural, metric, and partial scalar invariance model. The conclusion is that within a regular CFA framework using raw observed items responses, method factors can be disentangled from the targeted EI ability factor. (shrink)

We offer a case-study in irrationality, showing that even in a high stakes context, intelligent and well trained professionals may adopt dominated practices. In multiple-choice tests one cannot distinguish lucky guesses from answers based on knowledge. Test-makers have dealt with this problem by lowering the incentive to guess, through penalizing errors (called formula scoring), and by eliminating various cues for outperforming random guessing (e.g., a preponderance of correct answers in middle positions), through key balancing. These policies, though widespread and (...) intuitively appealing, are in fact ‘‘irrational’’, and are dominated by alternative solutions. Number-right scoring is superior to formula scoring, and key randomization is superior to key balancing. We suggest that these policies have persisted since all stake-holders – test-makers, test-takers and test-coaches – share the same faulty intuitions. (shrink)

Singapore, a highly affluent island city-state located in Southeast Asia, has increasingly leveraged new assisted reproductive technologies (ART) to overcome its dismal fertility rates in recent years. A new frontier in ART is preimplantation genetic testing (PGT) for polygenic risk scores (PRS) to predict complex multifactorial traits in IVF (in vitro fertilisation) embryos, such as type 2 diabetes, cardiovascular diseases and various other characteristics like height, intelligence quotient (IQ), hair and eye colour. Unlike well-known safety risks with human genome (...) editing, there are negligible risks with PGT-P, because there are no man-made genetic modifications that can be transmitted to future generations. Nevertheless, the current efficacy of using PGT-P to select IVF embryos for either increased or decreased probability of developing specific polygenic traits is still far from certain. Hence, the regulatory safeguards proposed here will be based on the assumption that the efficacy of this new technology platform has already been validated. These include: (1) restricting the application of PGT-P only for prevention of clinically relevant polygenic disease traits, (2) securely blocking patients’ access to the raw genomic DNA sequencing data of their IVF embryos, (3) validating diagnosis of polygenic disease traits in the prospective parents/grandparents of IVF embryos, and restricting PGT-P only for preventing specifically diagnosed polygenic disease traits and (4) mandating rigorous and comprehensive genetic counselling for IVF patients considering PGT-P. There is an urgent and dire need to prevent abuse of the PGT-P technique, as well as protect the interests and welfare of patients if its clinical application is to be permitted in the country. (shrink)

The rising demographic of older adults worldwide has led to an increase in dementia cases. In order to ensure the proper allocation of care and resources to this clinical group, it is necessary to correctly distinguish between simulated versus bona-fide cognitive deficits typical of dementia. Performance Validity Tests are specifically designed to assess a lack of effort and the possible simulation of cognitive impairment. Previous research demonstrates that PVTs may be sensitive to dementia, thus inaccurately classifying real memory impairment as (...) simulation. Here, we analyzed the sensitivity of PVTs in discriminating between dementia and simulation using receiver operating characteristic curve analyses. Further, we examined the potential need for adjusting cut-off scores for three stand-alone and one embedded PVT for Portuguese older adults with dementia. The results showed that all measures, except for the Coin in Hand— Extended version, were sensitive to one or more sociodemographic and/or cognitive variables, and it was necessary to adjust cut-off points for all measures. Additionally, the Rey-15 Item Memory Test did not demonstrate sufficient discriminating capacity for dementia. These results present important implications for clinical practice and the daily life of patients, as the use of incorrect cut-off points could impede patients from getting the resources they need. (shrink)

The Watson-Glaser Critical Thinking Appraisal Test is one of the oldest, most frequently used, multiple-choice critical-thinking tests on the market in business, government, and legal settings for purposes of hiring and promotion. I demonstrate, however, that the test has serious construct-validity issues, stemming primarily from its ambiguous, unclear, misleading, and sometimes mysterious instructions, which have remained unaltered for decades. Erroneously scored items further diminish the test’s validity. As a result, having enhanced knowledge of formal and informal logic (...) could well result in test subjects receiving lower scores on the test. That’s not how things should work for a CT assessment test. (shrink)

The article by Bowman-Smart et al. (2023) argues that there are inconsistencies in our ethical frameworks regarding the use of noninvasive prenatal testing (NIPT) and polygenic scores for identifyi...

(1985). How Accurately can Primary School Teachers Predict the Scores of their Pupils in Standardised Tests of Attainment? A Study of some non‐Cognitive Factors that Influence Specific Judgements. Educational Studies: Vol. 11, No. 1, pp. 41-60.

Business leadership increasingly requires a master’s degree in business and graduate management admission test scores continue to be an important component of applications for admission to such programs. Given the ubiquitous use of GMAT scores as gatekeepers for business leadership, GMAT scores are likely to influence organizational ethical behavior through gender, cultural, and other biases in the GMAT. There is little prior literature in this area and we contribute by empirically documenting that GMAT scores are (...) negatively related to the cultural dimensions of masculinity and power distance and are positively related to math literacy, uncertainty avoidance, and individualism. We estimate that cultural factors may account for as much as an 80-point difference in cross-national mean GMAT scores which are also related negatively to local language literacy, national educational spending, wealth per capita, wealth inequality, and gender development. Most interestingly, we also find a significant negative association of GMAT scores with ethical orientation. These findings have important implications for business schools and corporate ethics and leadership. (shrink)

Background: The Bene-Anthony Family Relations Test is one of the most widely used measures of family dynamics seen from a child’s perspective. However, the most common issue surrounding this test is the lack of accurate normative scores for use with non-white ethnic groups. The purpose of this study was to examine the BAFRT’s reliability and validity for use with Arab children, as well as to provide normative data for this group. Methods: The BAFRT was translated into Arabic (...) and back-translated to ensure accuracy. The test was administered to a cohort of 394 Arab children, consisting of both cognitively normal children and children diagnosed with a psychological disorder, all aged 5–8 years old. Test-retest reliability was assessed using a sub-set of children and validity was tested against clinical status as well as CBCL and SDQ measures. Normative measures were calculated after examining the impact of influencing variables such as age and gender. Results: Statistical analyses showed that in our cohort of Arab children the BAFRT has good test-retest reliability, correlates well with measures of emotional and behavioral adjustment, and discriminates accurately between clinical and non-clinical children. Age, gender, and clinical status all significantly impacted upon BAFRT scores and therefore normative values are presented from our cohort when considering these variables. Conclusion: The normative scores we present will provide researchers and clinicians an appropriate reference point for the comparison of scores from Arab children and a starting point for future research into this area. (shrink)

BackgroundCurrent preimplantation genetic testing (PGT) technologies enable embryo genotyping across the whole genome. This has led to the development of polygenic risk scoring of human embryos (PGT-P). Recent implementation of PGT-P, including screening for intelligence, has been extensively covered by media reports, raising major controversy. Considering the increasing demand for assisted reproduction, we evaluated how information about PGT-P is communicated in press media and explored the diversity of ethical themes present in the public debate.MethodsLexisNexis Academic database and Google News were (...) searched to identify articles about polygenic embryo screening. This led to 535 news articles. 59 original articles met the inclusion criteria. Inductive content analysis was used to analyse these articles.Results8.8% of articles gave embryo polygenic scoring a positive portrayal, while 36.8% expressed a negative attitude. 54.4% were neutral, mostly highlighting limited practical value of the technology in in vitro fertilization settings. We identified five main ethical themes that are also present in academic literature and the broader debate on reproductive technologies: a slippery slope towards designer babies, well-being of the child and parents, impact on society, deliberate choice and societal readiness.ConclusionsImplementation of embryo polygenic profiling engenders a need for specific recommendations. Current media analysis discloses important ethical themes to consider when creating future guidelines for PGT-P. (shrink)

The paper presents findings on secular score gains in Raven’s Progressive Matrices during six decades in Polish adolescents. Seven groups are being compared, comprising of 20, 490 subjects in total. The representative groups examined in 2000 and 2009 are those of special interest as they are the most numerous and allowing formal means comparison using standard test for comparison of means and Welch’s test. Possible causes for the noted effect are being discussed, with special emphasis on the economic (...) growth and its implications - such as improved nutrition, education changes, growth of adolescent’s well-being and child upbringing practices. (shrink)

Teachers’ social-emotional competence is considered important to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers’ occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is (...) a theory-based situational judgment test measuring teachers’ knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers’ general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers’ occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool. (shrink)

This study assessed the International Critical Thinking Essay Test (ICTET-A) for inter-rater reliability, internal reliability, and criterion validity. A self-selecting sample of participants (N = 100) completed the ICTET-A and a comparison test online. We found the ICTET-A items to have moderate to good levels of inter-rater reliability, and overall excellent inter-rater consistency for total test scores. The test had good internal reliability. There was a strong correlation between scores on the ICTET-A and the (...) comparison test. Factor analysis showed that scores were best explained with one factor, suggesting the test measures a single construct. The ICTET-A can therefore be considered a valid measure of critical thinking. Additionally, we propose a short form of the test. (shrink)

Structural equation model trees are data-driven tools for finding variables that predict group differences in SEM parameters. SEM trees build upon the decision tree paradigm by growing tree structures that divide a data set recursively into homogeneous subsets. In past research, SEM trees have been estimated predominantly with the R package semtree. The original algorithm in the semtree package selects split variables among covariates by calculating a likelihood ratio for each possible split of each covariate. Obtaining these likelihood ratios is (...) computationally demanding. As a remedy, we propose to guide the construction of SEM trees by a family of score-based tests that have recently been popularized in psychometrics. These score-based tests monitor fluctuations in case-wise derivatives of the likelihood function to detect parameter differences between groups. Compared to the likelihood-ratio approach, score-based tests are computationally efficient because they do not require refitting the model for every possible split. In this paper, we introduce score-guided SEM trees, implement them in semtree, and evaluate their performance by means of a Monte Carlo simulation. (shrink)

An efficient assessment of reading and linguistic abilities in school children requires reliable and valid measures. Moreover, measures which include specific test forms for different academic grade levels, that are vertically equated, allow the direct comparison of results across multiple time points and avoid floor and ceiling effects. Two studies were conducted to achieve these goals. The purpose of the first study was to develop tests of reading and listening comprehension in European Portuguese, with vertically scaled test forms (...) for students in the fifth and sixth grades, using Rasch model analyses. The purpose of the second study was to collect evidence for the validity of these tests based on the relationships of test scores with other variables. The samples included 454 and 179 students for the first and second study, respectively. The data from both studies provided evidence for good psychometric characteristics for the test forms: unidimensionality and local independence, as well as adequate reliability and evidence of validity. The developed test forms are an important contribution in the Portuguese educational context as they allow for the assessment of students’ performance in these skills across multiple time points and can be used both in research and practice. (shrink)

English proficiency is increasingly crucial in Vietnam’s globalized landscape, with standardized tests like IELTS serving as key indicators of language ability. However, effectively translating international test scores to local grading systems remains a challenge. This study aimed to establish a reliable conversion method between IELTS scores and end-of-term grades for high school students in Vung Tau, Vietnam. Utilizing a quantitative, correlational design, we analyzed data from 371 students in grade 10 at Le Quy Don specialized school. Data (...) sources included mock IELTS scores administered by The Forum and official end-of-term grades. Pearson correlation and linear regression analyses were employed to examine the relationship between the variables. A significant positive correlation (r =0.432,p < 0.01) was found between IELTS scores and end-of-term grades. Linear regression analysis yielded a statistically significant model (End-of-term grade = 0.501 × IELTS + 5.843) for predicting grades based on IELTS scores. A conversion table was developed to provide a practical reference for educators. This study provides a valuable tool for bridging the gap between IELTS scores and academic performance in a Vietnamese educational context. The conversion table can inform educational decision-making regarding student placement, targeted support, and curriculum development, ultimately enhancing the understanding of English proficiency expectations for students and educators alike. (shrink)