Tagged "assessment"

New Methods and Assessment Approaches in Intelligence Research

Maybe you have seen my recent Tweet: Please share this call and contribute to a new Special Issue on "New Methods and Assessment Approaches in Intelligence Research" in the @Jintelligence1, we are guest-editing together with Hülür, @HildePsych, and @pdoebler. More information: https://t.co/PevdPeyRgm pic.twitter.com/Y6hRllQa8m — Ulrich Schroeders (@Navajoc0d3) November 11, 2018 And this is the complete Call for the Special Issue in the Journal of Intelligence Dear Colleagues, Our understanding of intelligence has been—and still is—significantly influenced by the development and application of new computational and statistical methods, as well as novel testing procedures.

Meta-Analysis proctored vs. unproctored assessment

Our meta-analysis – Steger, Schroeders, & Gnambs (2018) – comparing test-scores of proctored vs. unproctored assessment is now available as online first publication and sometime in the future to be published in the European Journal of Psychological Assessment. In more detail, we examined mean score differences and correlations between both assessment contexts with a three-level random-effects meta-analysis based on 49 studies with 109 effect sizes. We think this is a timely topic since web-based assessments are frequently compromised by a lack of control over the participants’ test-taking behavior, but researchers are nevertheless in the need to compare the data obtained through unproctored test conditions with data from controlled settings.

Recalculating df in MGCFA testing

function recalculate_df() { var nind = parseInt(document.getElementById('num1').value); var nlat = parseInt(document.getElementById('num2').value); var ncross = parseInt(document.getElementById('num3').value); var northo = parseInt(document.getElementById('num4').value); var nres = parseInt(document.getElementById('num5').value); var ngroup = parseInt(document.getElementById('num6').value); var answer1 = document.getElementById('df_conf'); var answer2 = document.getElementById('df_metr'); var answer3 = document.getElementById('df_scal'); var answer4 = document.getElementById('df_resi'); var answer5 = document.getElementById('df_stri'); var answer6 = document.getElementById('delta_1'); var answer7 = document.getElementById('delta_2'); var answer8 = document.getElementById('delta_3'); var answer9 = document.getElementById('delta_4'); obs = ((nind*(nind+1)/2) + nind) * ngroup ; est = ((2*nind + (nind + ncross) + ((nlat-northo)*((nlat-northo)-1)/2)) + nres) * ngroup ; answer1.

The Rosenberg Self-Esteem Scale - A drosophila melanogaster of psychological assessment

I had the great chance to co-author two recent publications of Timo Gnambs, both dealing with the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965). As a reminder, the RSES is a popular ten item self-report instrument measuring a respondent’s global self-worth and self-respect. But basically both papers are not about the RSES per se, rather they are applications of two recently introduced powerful and flexible extensions of the Structural Equation Modeling (SEM) Framework: Meta-Analytic Structural Equation Modeling (MASEM) and Local Weighted Structural Equation Modeling (LSEM), which will be described in more detail later on.

Equivalence of screen versus print reading comprehension depends on task complexity and proficiency

Reference. Lenhard, W., Schroeders, U., & Lenhard, A. (2017). Equivalence of screen versus print reading comprehension depends on task complexity and proficiency. Discourse Processes, 54(5-6), 427–445. doi: https://doi.org/10.1080/0163853X.2017.1319653 Abstract. As reading and reading assessment become increasingly implemented on electronic devices, the question arises whether reading on screen is comparable with reading on paper. To examine potential differences, we studied reading processes on different proficiency and complexity levels. Specifically, we used data from the standardization sample of the German reading comprehension test ELFE II (n = 2,807), which assesses reading at word, sentence, and text level with separate speeded subtests.

Ecological momentary assessment of digital literacy: Influence of fluid and crystallized intelligence, domain-specific knowledge, and computer usage

Reference. Moehring, A., Schroeders, U., Leichtmann, B., & Wilhelm, O. (2016). Ecological momentary assessment of digital literacy: Influence of fluid and crystallized intelligence, domain-specific knowledge, and computer usage. Intelligence, 59, 170–180. https://doi.org/10.1016/j.intell.2016.10.003 Abstract. The ability to comprehend new information is closely related to the successful acquisition of new knowledge. With the ubiquitous availability of the Internet, the procurement of information online constitutes a key aspect in education, work, and our leisure time.