Norming
0 Followers
Recent papers in Norming
The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the... more
The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of various norming groups and cutoff scores on both instruments’ identification abilities has not been compared. This study compared 15,733 CogAT7
nonverbal battery scores and 14,421 NNAT2 scores of kindergartners between 2013 and 2015 from one large urban school district to explore the differences between how each test relates to major demographic variables and examine the effects on who is selected for participation in gifted programming based on which instrument, which norming group, and which cutoff scores are used. Both instruments were less likely to identify students from demographic groups that have been traditionally
underrepresented than students from traditionally overrepresented demographic groups, but identification varied based on the type of norming plan used and which instrument was taken. Suggestions are made as to the best instrument for use with various demographic groups and norming plans.
nonverbal battery scores and 14,421 NNAT2 scores of kindergartners between 2013 and 2015 from one large urban school district to explore the differences between how each test relates to major demographic variables and examine the effects on who is selected for participation in gifted programming based on which instrument, which norming group, and which cutoff scores are used. Both instruments were less likely to identify students from demographic groups that have been traditionally
underrepresented than students from traditionally overrepresented demographic groups, but identification varied based on the type of norming plan used and which instrument was taken. Suggestions are made as to the best instrument for use with various demographic groups and norming plans.
The nonverbal battery of the Cognitive Abilities Test (CogAT) is one of the two most common nonverbal measures used in gifted identification, yet the relationships between demographic variables and CogAT7 performance has not yet been... more
The nonverbal battery of the Cognitive Abilities Test (CogAT) is one of the two most common nonverbal measures used in gifted identification, yet the relationships between demographic variables and CogAT7 performance has not yet been fully examined. Additionally, the effect of using the CogAT7 nonverbal battery on the identification of diverse demographic groups based on various norming, cutoff, and modifier plans has only just begun to be explored. In this study, we analyzed
the CogAT7 nonverbal battery scores of kindergartners from a very large urban school district with a high minority, low socioeconomic status, and high English language learner population to determine the relationships between demographic variables and CogAT performance. The results suggest relationships between CogAT scores and multiple demographic
variables, similar to other nonverbal instruments. We also examined the effects of various norming practices, including school-level and group-specific norming, on identification using the CogAT7 nonverbal battery.
the CogAT7 nonverbal battery scores of kindergartners from a very large urban school district with a high minority, low socioeconomic status, and high English language learner population to determine the relationships between demographic variables and CogAT performance. The results suggest relationships between CogAT scores and multiple demographic
variables, similar to other nonverbal instruments. We also examined the effects of various norming practices, including school-level and group-specific norming, on identification using the CogAT7 nonverbal battery.
Serbian: U pristupima istraživanju metafore postoji izvesna mera neujednačenosti, jer se u merenju koriste različite tehnike i zadaci, vrste instrumenata i draži. Cilј ovog istraživanja je formiranje normiranog korpusa metafora na srpskom... more
Serbian: U pristupima istraživanju metafore postoji izvesna mera neujednačenosti, jer se u merenju koriste različite tehnike i zadaci, vrste instrumenata i draži. Cilј ovog istraživanja je formiranje normiranog korpusa metafora na srpskom jezičku koji bi bio od pomoći istraživačima u budućim psiholingvističkim poduhvatima. U radu se normira 55 književnih i 55 neknjiževnih metafora u obliku A je B u odnosu na sledeće osobine: metaforičnost, kvalitet, pogodnost izvora da opiše cilј, stepen poznatosti, razumlјivost, sličnost izvora cilјu i broj interpretacija. Uz obezbeđivanje normiranog korpusa, analize pokazuju pouzdane skale za svaku od dimenzija i značajne korelacije između njih. English: Metaphor research approaches exhibit a certain degree of inconsistency, as they involve different techniques, tasks, instruments, and stimuli. The aim of the present study is to establish a normed corpus of metaphors in Serbian that could be of use to researchers in the future psycholinguistic endeavours. A total of 55 literary and 55 nonliterary metaphors in the A is B form were normed with regards to their features, and these include metaphoricity, quality/goodness, aptness, familiarity, comprehensibility, source-target similarity and number of interpretations. Along with establishing the normed corpus, the analyses have shown that each dimension scale was reliable, and that the correlations among the dimensions were significant.
A multidisciplinary research team describes lessons learned through a SoTL study: identifying a research question, designing the study, collecting data, analyzing data, and presenting findings (Bishop-Clark and Dietz-Uhler). The team... more
A multidisciplinary research team describes lessons learned through a SoTL study: identifying a research question, designing the study, collecting data, analyzing data, and presenting findings (Bishop-Clark and Dietz-Uhler). The team studied student engagement and analyzed a cohort of 30 FYE students. Session attendees will participate in active learning activities. (Forming) The team formed in Spring 2015 as a Faculty Learning Community of SoTL. Initial meetings focused on shared research interests, past research successes, and aspirational research goals. (Storming) The team engaged in lively discussion regarding potential inquiry which culminated in shared direction. (Norming) The team determined a timeline for the project with target benchmarks. An original research protocol for the pilot study was developed. (Performing) Student interviews were transcribed and a qualitative theme analysis conducted. An original coding rubric was developed. Presenters of this session will address the challenges and opportunities encountered in the process of carrying out SoTL projects in a multidisciplinary team, future directions for this continuing project, and share strategies that facilitated productive collaboration in this group. The journey taken by this multidisciplinary team as members moved through the stages of research development to implementation is presented using ‘The Blind Men and the Elephant’ analogy