How characteristics of student essays influence teachers' evaluations.

Explored the question of why competent evaluators award the ratings they do to college students' expository essays. Essays were rewritten to be stronger or weaker in 4 categories: content, organization, sentence structure, and mechanics. 12 evaluators first used a 4-point holistic rating scale to judge the essays' quality. Then they rated whether each of the 4 rewriting categories in each rewritten essay was strong or weak (perceptions). ANOVAs revealed content and organization to affect ratings most (p?p?p?     

Reading student essays may be hazardous to your spelling: Effects of reading incorrectly and correctly spelled words.

Examined the effects on spelling of reading and of reproducing correctly and incorrectly spelled words in 2 experiments involving 108 undergraduate students. Reading correctly and incorrectly spelled words influenced later spelling accuracy for those same words. Reproducing the spelling of words did not have any effects on later spelling accuracy beyond those produced by reading the words. However, reproducing a correctly spelled word did speed the production of a later correct spelling for the word, whereas reading did not speed later production. Effects on spelling accuracy were dissociated from recognition memory for previously presented words. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Suicide risk assessment in a college student population.

A group of 211 students at a midwestern university completed the Suicidal Behaviors Questionnaire (M. M. Linehan & S. L. Nielsen, 1981), Adult Suicidal Ideation Questionnaire (W. M. Reynolds, 1991a), Multi-Attitude Suicide Tendency Scale (I. Orbach et al., 1991), Beck Helplessness Scale (A. T. Beck, A. Weissman, D. Lester, & L. Trexler, 1974), and the Reasons for Living Inventory (M. M. Linehan, L. J. Goodstein, S. L. Nielsen, & J. A. Chiles, 1983) to determine if this group of commonly used self-report measures can distinguish between individuals with high and low levels of suicidal ideation and history of self-harmful behaviors. Exploratory principal-axis factor analysis resulted in an interpretable 2-factor solution accounting for 36.2% of the variance in suicidality. Support for convergent validity of the chosen measures was also found. It appears that rapid, accurate assessment of university student suicide risk is possible. Implications for reduction of suicide risk in this segment of the population are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of lecturer quality and student perception of lecturer's experience on teacher ratings and student achievement.

Previous research in college settings on the correlation between teacher ratings and student achievement has produced inconsistent results. Discrepancies may be due to study-to-study differences in teacher and/or student characteristics. 237 university students were tested to investigate a student-based explanation of the discrepancies. Lecturer quality and student perception of lecturer's experience (a student characteristic) were manipulated in a 2?×?2 design in which achievement and ratings were measured. Major findings indicate that (a) the ratings/achievement relationship varied with students' belief about lecturer experience, supporting a student-based explanation of the discrepancies that supplements a previous teacher-based explanation; and (b) lecturer quality affected ratings much more than achievement, threatening the field use of ratings when predictions are made without regression equations about a teacher's impact on student achievement. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improving graduate student performance in cognitive assessment: The saga continues.

Investigators have concluded that excessive numbers of errors in test administration and scoring are routinely committed by both graduate students and practicing psychologists. Developing new methods for teaching assessment is viewed as a major means of improving competency. Unlike previous studies, this investigation examined the impact of both lecture and laboratory interventions designed to improve graduate student performance in assessment. Interventions consisted of weekly lecture quizzes and a variety of laboratory interventions. The results suggest that the interventions used can significantly improve students' lecture and laboratory performance when compared with controls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teacher–student interactions: Effects of student race, sex, and grade level.

Studied quantitative and qualitative differences in students' initiating behaviors, teachers' verbal feedback, and students' available response opportunities in 63 classrooms in relation to student race (Black or White), sex, and grade level (kindergarten through 5th grade). There were 430 White males, 311 White females, 296 Black males, and 291 Black females. Interactions were collected using an observation system, and data were standardized for each classroom to account for the representation of each of the 4 sex/race categories. Results indicate that male students initiated more positive and negative interactions with teachers than did female students. Quantitatively, White female students at both the lower-elementary (LE) and the upper-elementary (UE) levels received less teacher feedback than did students in the other sex/race categories. Black female students received less teacher feedback in the UE grades than in the LE grades, as was the case for White female students. Qualitative differences in feedback indicated that male students received more negative and nonacademic feedback than did female students and that UE female students received less academic feedback than did UE male students. Findings show that UE Black female students were provided fewer opportunities to respond in the classroom than were LE Black female students. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of individual learning expectations on student achievement.

Evaluated the effects on academic achievement of an evaluation-reward system in which students received points based on a comparison of their weekly quiz performance and a base score derived from a pretest and adjusted to reflect actual weekly performance. The points were reported in a weekly class newsletter. Ss were 389 6th–8th graders in 16 English classes studying a 9-wk language mechanics unit. Data were analyzed at the class level. Ss in the 7 classes that received the experimental treatment achieved more on a final standardized test, controlling for pretest score, than did the 9 control classes. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of single-sex secondary schools on student achievement and attitudes.

Compared the effects of single-sex and coeducational secondary schooling, using a random sample of 1,807 students in 75 Catholic high schools, 45 of which were single-sex institutions, drawn from the dataset of High School and Beyond study conducted by the National Opinion Research Center (1980). Whether concerning academic achievement, achievement gains, educational aspirations, locus of control, sex-role stereotyping, or attitudes and behaviors related to academics, results indicate that single-sex schools deliver specific advantages to their students, especially female students. In the recent focus on American secondary education, the relation between school organization and students' academic performance had been looked at critically. What has been considered by some to be an anachronistic organizational feature of schools may actually facilitate adolescent academic development by providing an environment where social and academic concerns are separated. It is suggested that a 2nd look at this disappearing school type is warranted. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives.

Although peer reviewing of writing is a way to create more writing opportunities in college and university settings, the validity and reliability of peer-generated grades are a major concern. This study investigated the validity and reliability of peer-generated writing grades of 708 students across 16 different courses from 4 universities in a particular scaffolded reviewing context: Students were given guidance on peer assessment, used carefully constructed rubrics, and were provided clear incentives to take the assessment task seriously. Distinguishing between instructor and student perspectives of reliability and validity, the analyses suggest that the aggregate ratings of at least 4 peers on a piece of writing are both highly reliable and as valid as instructor ratings while (paradoxically) producing very low estimates of reliability and validity from the student perspective. The results suggest that instructor concerns about peer evaluation reliability and validity should not be a barrier to implementing peer evaluations, at least with appropriate scaffolds. Future research needs to investigate how to address student concerns about reliability and validity and to identify scaffolds that may ensure high levels of reliability and validity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of student motivation and the principal's values on teacher directiveness.

40 in-service and preservice teachers were Ss in a simulated organization study. They were led to believe that their principal valued either collaboration with students or control of students; they also interacted with a student who was either motivated or unmotivated to complete an assignment. Ss gave more rewards and higher grades to the motivated students and considered them more responsible than unmotivated students. Contrary to expectations, Ss tended to be more directive in their teaching of motivated as compared to unmotivated students. As expected, Ss with the control principal taught unmotivated students in a more directive manner than did Ss with the collaborative principal. Results support the argument that the values of colleagues can affect a teacher's efforts to control students and his/her commitment to the unilateral control of students. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Medical student assessment of videotape for teaching in diagnostic radiology

A series of six videotape recordings, prepared jointly by the Department of Radiodiagnosis and the Television Service, University of Leeds, described some aspects of the radiology of the chest, using only radiographs. A small group of final year medical students viewed these videotapes over the space of few days. Their scores for factual questions immediately afterwards were compared with their attitudes to the learning experience, expressed anonymously without knowledge of these scores. Students who scored the highest marks were most consistently critical of the videotapes; those with lower marks tended to record favourable attitudes when they performed best and unfavourable attitudes at other times. Scales set up by the students themselves to evaluate the experience produced a wide range of detailed and constructive suggestions. In general, students commented very favourably on the capacity of videotape to present fine radiographic details and we conclude that it is an appropriate medium for this purpose.     

Effects of daytime naps on performance and mood in a college student population.

Studied the effects of daytime naps on performance and mood in 18 healthy male university students who habitually slept 1/2 hr-2 hrs in the afternoon. Measurements were obtained from an auditory reaction time task and a mood adjective checklist 20 min before and after a control condition and 2 EEG recorded afternoons of sleep. The experimental conditions comprised a 2-hr period of wakefulness, a 1/2hr nap from 4:35-5:05 PM and a 2-hr nap from 3:05-5:05 PM. Following each sleep treatment there were statistically significant shift, of improved reaction time performance and elevated subjective arousal, as assessed by the mood scales, when compared with the control condition. The effect of increased efficiency following sleep was approximately equivalent in extent between 2-hr and 1/2-hr naps. These findings indicate that behavioral and psychological functions are facilitated by short periods of habitual sleep in the afternoon. (49 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conflicting conclusions, gerontological theories and applications.

A theory explaining age-associated psychological changes can be formulated only after researchers agree on the age changes or age differences that the theory attempts to explain. The rapid recent increase in the output of research in the psychology of aging has produced more contradictory findings than is usual in a new subdiscipline. This creates special problems for teachers, for theory construction, and for professionals working with clients. Framing more principles with wider implications should be a major aim, rather than attempting to answer complaints that the theoretical base is insufficient. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of rater training on leniency and halo errors in student ratings of instructors.

Investigated the effects (over time) of a comprehensive vs an abbreviated rater training session on relative levels of leniency error and halo effect. 80 undergraduates (20 per group) rated all of their nonlaboratory instructors over 1, 2, or 3 rating periods using either behavioral expectation scales or summated rating scales. Tests on psychometric error were also administered at these times. Results indicate that the psychometric quality of ratings was superior for the group receiving the comprehensive training, and both training groups were superior to the control groups at the 1st measurement period. No differences were found between any groups in later comparisons. A consistent relationship was found between scores on the tests of psychometric error and error as measured on the ratings. Results are discussed in terms of the diminishing effect of rater training over rating periods, the relationship of internal and external criteria of training effects, the practical significance of differences between groups, and the importance of rating context on rating quality. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of student race and physical attractiveness on teachers' judgments of transgressions.

60 student teachers (STs) and 137 practicing teachers (PTs) rated the severity of classroom misbehaviors ascribed to either a Black or White attractive or unattractive child. Following student teaching, STs' ratings of Black children's transgressions significantly increased in severity, while ratings of White children's transgressions remained the same. PTs were affected by student attractiveness but not by race, with transgressions by attractive children of both races being rated more severely than transgressions by unattractive children. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of earned and assigned grades on student evaluations of an instructor.

Experimental manipulation of grades assigned to 148 members of an introductory psychology class was performed to determine the effects of actually earned and randomly assigned grades. Earned grade had minor effects on evaluation of the instructor, but assigned grade produced significant modifications in ratings. Less adequate Ss showed greater evaluation rating shifts as a function of manipulations performed. Responses made to attribution questions were consonant with responses to evaluation items. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of instructor/course evaluations on student course selection.

Instructor/course evaluations had an impact on student election of courses as shown by the frequency with which 1,150 students elected differentially rated classes. Prior to registration students were given reports on student evaluations of political science courses. A comparable group of students did not receive the ratings. The course rated most highly was elected more frequently by those with access to ratings despite the fact that it was also rated as requiring more work. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of a brief motivational intervention with college student drinkers.

This study consisted of a randomized controlled trial of a 1-session motivational intervention for college student binge drinkers. Sixty students who reported binge drinking 2 or more times in the past 30 days were randomly assigned to either a no-treatment control or a brief intervention group. The intervention provided students with feedback regarding personal consumption, perceived drinking norms, alcohol-related problems, situations associated with heavy drinking, and alcohol expectancies. At 6-week follow-up, the brief intervention group exhibited significant reductions on number of drinks consumed per week, number of times drinking alcohol in the past month, and frequency of binge drinking in the past month. Estimates of typical student drinking mediated these reductions. This study replicates earlier research on the efficacy of brief interventions with college students and extends previous work regarding potential mechanisms of change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)