A 24-item shortened version of the 98-item Mathematics Anxiety Rating Scale (MARS) was developed to provide a more efficient index of statistics or mathematics course-related anxiety. The revised scale, which yielded a coefficient alpha reliability estimated at .98, was correlated .97 with a full scale MARS. It shows a pattern of relationships with state, trait, and test anxiety parallel to that of full scale MARS. Further, the relationship with mathematics achievement was consistent for both the revised and full scale MARS. A principal axes factor analysis of revised MARS identified two clear factors, labeled "Learning Mathematics Anxiety" and "Mathematics Evaluation Anxiety." Revised MARS appears to be an attractive substitute for full scale MARS for statistical or mathematical course-related uses.
Performance assessments have become popular in education and credentialing, and performance standards are common for interpreting and reporting scores. However, because of the unique characteristics of these assessments compared to multiple-choice tests (such as polytomous scoring), new and validstandard-setting methods are needed. Well-known standard-setting methods are no longer applicable. A number of promising methods for setting performance standards are described and their strengths and weaknesses are discussed. Suggestions for additional research are offered.
Literature on acculturation is reviewed, and the effects of acculturation on the mental health of Hispanics and Asian Americans are discussed. In this study we attempted to understand acculturation processes at the group level (Hispanics versus Asian Americans) and at the individual level (within‐group heterogeneity). The Majority‐Minority Relations Survey measured acculturation attitudes of two American ethnic minority groups, Hispanics and Asian Americans, in a Midwestern university. Data were obtained from 282 participants for a 54% return rate. Instrument analysis included assessment of generalizability (using Pearson correlation coefficient procedures), LISREL confirmatory factor analysis, and tests of internal consistency reliabilities (using coefficient alpha). Significant effects for ethnicity, Asian culture subgroups, and for the sociocultural variables of generational status, voluntary immigration versus political asylum, and religion were indicated by parametric and nonparametric tests. Therefore, although differences between the Hispanics and the Asian Americans were indicated, within‐group differences for both minority groups were also influenced by select sociocultural variables.
Se revisa la literatura sobre aculturacion, y se discuten los efectos de aculturación en la salud mental de Hispanos y Asiático‐Americanos. Este estudio intenta comprender el proceso de aculturación a nivel de grupo (Hispanos versus Asiático‐Americanos) a nivel individual (dentro de la heterogeneidad del grupo). La Encuesta de Relaciones Mayoría‐Minoría midió las actidudes aculturales de dos grupos de minorías étnicas americanas, Hispanos y Asiático‐Americanos, en una universidad del Medio‐oeste. Se obtuvieron los datos de 282 sujetos para un cifra de vuelta del 54 por cien. El instrumento de análisis incluó una estimación de generalización (usando los procedimientos del Coeficiente de Correlación de Pearson), el factor confirmador de análisis LISREL, y las pruebas de fiabilidad interna (usando el coeficiente alfa). Las pruebas parametricas y no‐paramétricas indicaron efectos significativos para etnicidad, subgrupos culturales asiáticos, y los variables socioculturales de estado generacional, emigración voluntaria vs. asilo político, y religión. Entonces, aunque se indicaron diferencias entre Hispanos y Asiático‐Americanos, las diferencias entre grupos para ambos grupos minoritarios fueron influenciadas también por variables socioculturales escogidas.
What are the “Standards for Teacher Competence in Educational Assessment of Students”? In what domains do teachers have the greatest knowledge of measurement? Where are they least strong? Do teachers with measurement training show greater knowledge than teachers without such training?
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