A Discrimination Index for Items in Instruments Using Group Responses

Menne, John W.; Tolsma, Robert J.

doi:10.1111/j.1745-3984.1971.tb00899.x

Cited by 30 publications

(63 citation statements)

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“…The first phase of assessing the construct validity of the SIQ was to select dis criminating items from the piloted instrument using the Menne and Tolsma (1971) methodology. Item discrimination power ensures that the questions selected are in deed valid as determined by the process of social validity or mass authorship.…”

Section: Questionmentioning

confidence: 99%

“…The Menne and Tolsma (1971) procedure has been used by Hidlebaugh (1973), Look (1983), Judkins (1987), and Lueders (1987) for instrument development to determine if the discrimination power of items differed among group responses. The technique uses analysis of variance in which a percentage of total sum of squares due to the pattern of between-group variance determines whether an item discriminates.…”

Section: Questionmentioning

confidence: 99%

“…The technique uses analysis of variance in which a percentage of total sum of squares due to the pattern of between-group variance determines whether an item discriminates. Menne and Tolsma (1971) maintain that the within-group variance should be low in relationship to the between group variance in order for an item to discriminate. It is their belief that characteristics of respondents are distinguishable.…”

Section: Questionmentioning

confidence: 99%

“…Discriminating questions from the Menne and Tolsma (1971) procedure were fac tor analyzed to identify the dimensions (factor structure) of the instrument designed to measure perceptions about climate from support staff. Objectives were to describe the factors identified and describe the reliability of the subset of questions comprising the identified factors.…”

Section: Questionmentioning

confidence: 99%

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The development and validation of an instrument to measure selected support staff's perception of school climate

Willingham

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The most advanced technology has been used to photograph and reproduce this manuscript from the microfilm master. UMI films the text directly &om the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afifect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book.

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Section: Questionmentioning

confidence: 99%

Section: Questionmentioning

confidence: 99%

Section: Questionmentioning

confidence: 99%

Section: Questionmentioning

confidence: 99%

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The development and validation of an instrument to measure selected support staff's perception of school climate

Willingham

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“…Increasingly, the appropriateness of using one device for both purposes is being questioned. Whitely and Doyle (1978) ;Fanslow, Zimmerman, and Wolins (1978); and Menne and Tolsma (1971) suggest that the methods by which a device is developed to represent overall climate differ from those used to portray an individual's perception. As a minimum, they suggest the data used to develop assessments of classroom climates ought to be based on items that differentiate between classes.…”

Section: Differentiation Of Classroom Climatementioning

confidence: 99%

Differentiation of Classroom Climate Among Home Economics Teachers

Zimmerman

Fanslow

1979

Home Economics Research Journal

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The Student Estimate of Teacher Concern (SETC) has been used to describe an individual student's perception of the classroom climate as well as the overall classroom environment. This research determines the appropriateness of the SETC in both contexts. Analysis of variance based on student responses to 48 teachers, in 1 to 6 of their classrooms at grade levels 7 to 12, resulted in 22 items differentiating among teachers. Classroom climate scales were established by examina tion of both the between‐teachers and pooled within‐teacher correlation matrices. Two scales resulted from the between‐teachers matrix and four from the pooled within‐teacher matrix. Comparison of these results showed the two between‐teachers scales essentially duplicated two of the four scales from the within‐teacher analyses. These findings suggest that none of the scales of the SETC measure classroom dimensions that are a function of the teacher and that the scales are more appropriately used for assessing an individual's perception of climate. The study also provides a workable methodology by which an inventory to measure classroom climate dimen sions attributable to teachers could be developed.

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The High School Characteristics Index as an Individual and Aggregate Response Measure

Tolsma

Menne

Hopper

1976

Measurement and Evaluation in Guidance

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A Discrimination Index for Items in Instruments Using Group Responses

Abstract: Item discrimination for instruments used to measure characteristics by means of group responses is stressed. It is argued that a percentage of the total sum of squares which is due to groups can appropriately be used as an index of item discrimination.

Cited by 30 publications

References 0 publications

The development and validation of an instrument to measure selected support staff's perception of school climate

The development and validation of an instrument to measure selected support staff's perception of school climate

Differentiation of Classroom Climate Among Home Economics Teachers

The High School Characteristics Index as an Individual and Aggregate Response Measure

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