Reading Abilities Tests: Development and Norming for Air Force Use

Mathews, John J.; Roach, Bennie W.

doi:10.21236/ada125913

Cited by 4 publications

(2 citation statements)

References 1 publication

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“…Technical Report 86-015 , The AFQT is administered to all service applicants. Three of the four subtests in AFQT have been found to correlate highly with Gates-MacGinitie RGL (Brown & Kincaid, 1982;Mathews & Roach, 1983).…”

Section: Methodsmentioning

confidence: 97%

Readability Grade Norms for 'A' School Training Materials

McDaniel¹,

Mathews²,

Schalow³

1986

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5. MONITORING ORGANIZATION REPORT NUMBER(S) 6d. NAME OF PERFORMING ORGANIZATION Maval Training Systems Center (Code iO) 6b. OFFICE SYMBOL (If applicable) NAVTRASYSCEN 7a. NAME OF MONITORING ORGANIZATION 6c. ADDRESS {City. State, and ZIP Code) Orlando, FL 32813-7100 7b. ADDRESS (C/ty, State, and ZIP Code) 8a. NAME OF FUNDING/SPONSORING ORGANIZATION 8b. OFFICE SYMBOL (If applicable) 9. PROCUREMENT INSTRUMENT IDENTIFICATION NUMBER 8c. ADDRESS (Gty, State, and ZIP Code) 10 SOURCE OF FUNDING NUMBERS

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Section: Methodsmentioning

confidence: 97%

Readability Grade Norms for 'A' School Training Materials

McDaniel¹,

Mathews²,

Schalow³

1986

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“…Alternate forms of this test have reliabilities ranging between the mid-.80s and low -.90s (Mathews & Roach, 1982).…”

Section: Variables and Measuresmentioning

confidence: 99%

An Empirical System for Assessing The Impact of Aptitude Requirement Adjustments on Air Force Initial Skills Training

Mumford¹,

Harding²,

Fleishman³

et al. 1987

PsycEXTRA Dataset

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A multivariate modeling approach was developed to assess the impact of changes in aptitude requirement minimums on U.S. Air Force technical training outcomes. Initially, interviews were conducted with technical training personnel to identify significant student inputs, course content, and training outcome variables. Measures of these variables were formulated on the basis of personnel records and routinely available training documents, znd data were assembled for over 5,000 trainees in 39 initial-skills courses at five Air Force bases. A cross-validation sample consisted of about 1,000 trainees in nine courses. Using formal path analysis (LISREL V computer program), an empirical model of the training process was developed. Although aptitude was one of the best predictors of the quality of student performance, it interacted with a vaiiety of other student input and course content variables in determining training outcomes. Course content variables tended to be defined by course subject-matter difficulty, occupational difficulty, and manpower requirements, Counseling mediated the relationship between training performance and distal training outcomes such as retraining time and student elimination. Appendices present sample interview questions, an Air Force policy document on student measurement (with reporting forms), and tables of input statistics and path analysis results.

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