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The aim of this paper is the validation of measurement tools which assess critical thinking and creativity as general constructs instead of subject-specific skills. Specifically, this research examined whether there is convergent and discriminant (or divergent) validity between measurement tools of creativity and critical thinking. For this purpose, the multi-trait and multi-method matrix suggested by Campbell and Fiske (1959) was used. This matrix presented the correlation of scores that students obtain in different assessments in order to reveal whether the assessments measure the same or different constructs. Specifically, the two methods used were written and oral exams, and the two traits measured were critical thinking and creativity. For the validation of the assessments, 30 secondary-school students in Greece and 21 in England completed the assessments. The sample in both countries provided similar results. The critical thinking tools demonstrated convergent validity when compared with each other and discriminant validity with the creativity assessments. Furthermore, creativity assessments which measure the same aspect of creativity demonstrated convergent validity. To conclude, this research provided indicators that critical thinking and creativity as general constructs can be measured in a valid way. However, since the sample was small, further investigation of the validation of the assessment tools with a bigger sample is recommended.

This paper examines how different test methods may tap different aspects of second language knowledge. It employs multiple-choice (MC) and constructed response (CR) items which yield distinct or convergent information in the computer delivered testing of English in its presentation of this factor. In order to examine the effects of test method, a CFA approach to a multitrait-multimethod design was adopted to examine the convergent as well as discriminant validity of the two skill area traits and the two test methods. After comparing the hypothesized model with a nested series of more restrictive models using X[superscript 2] difference tests (Byrne, 2006; Widaman, 1985), based on the information from the path coefficients, and also using principal factor analyses, it was found that: 1) the skills are factorially separable, yet, highly correlated, 2) MC and CR methods are separable, and very weakly correlated, 3) there is thus a method effect, and 4) the MC method may not be suitable in sampling the unique ability characteristics of reading and listening skills.

This study examined the convergent validity of the "Supports Intensity Scale-Adult Version" (SIS-A; Thompson et al., 2015a) and "Supports Intensity Scale-Children's Version" (SIS-C; Thompson et al., 2016a). Data from SISOnline (n = 129,864) for the SIS-A and from the SIS-C standardization sample (n = 4,015) were used for analyses. Using a pseudo multitrait-multimethod model, we estimated observed support needs scores as shared trait (support needs concept) and method (type, frequency, and daily support time) variances. Overall, trait variances more strongly influenced support needs scores than method variances, supporting the convergent validity of both versions of SIS. Findings also suggested that each of three methods of measuring support needs uniquely contributed to observed support needs ratings although different patterns existed between the SIS-A and SIS-C. [This paper was published in "American Journal on Intellectual and Developmental Disabilities" (EJ1119260).]

ELTeach is an online professional development program developed by Educational Testing Service (ETS) in collaboration with National Geographic Learning. The ELTeach program consists of two courses: English-for-Teaching and Professional Knowledge for English Language Teaching (ELT). Each course includes a coordinated assessment leading to a score report and certificate for teachers of English as a foreign language (EFL).The Test of English-for-Teaching ("TEFT"™), the assessment component of the English-for-Teaching course, measures EFL teachers' command of English for teaching English in classroom settings, as presented in the course. In this study, we examined the internal structure of the TEFT assessment. Results of the analyses demonstrated the role of both skill and content in representing the test's internal structure. The final parcel model had a higher-order general factor and four first-order factors corresponding to reading, writing, listening, and speaking. The findings support the current score reporting practice, that is, to report a total scaled score along with score information on language skills and on language use in specific content areas.

The validity of the computer-based language test is possibly affected by three factors: computer familiarity, audio-visual cognitive competence, and other discrepancies in construct. Therefore, validating the equivalence between the paper-and-pencil language test and the computer-based language test is a key step in the procedure of designing a computer-based language test. By taking the test on Essentials of English-Speaking Countries as the case study, this paper elucidates the three-step model of validating the equivalence of the two types of test: investigating computer familiarity, assessing the impact of audio-visual cognitive competence, and examining other discrepancies in construct. The model proposed by this paper can offer some methodological insights on the way to establishing the validation model of the equivalence between the paper-and-pencil language test and the computer-based language test.

Purpose: Standardized clinical assessment of dysarthria is essential for management and research. We present a new, fully standardized dysarthria assessment, the Bogenhausen Dysarthria Scales (BoDyS). The measurement model of the BoDyS is based on auditory evaluations of connected speech using 9 scales (traits) assessed by 4 elicitation methods. Analyses of the BoDyS' reliability and construct validity were performed to test this model, with the aim of gauging the auditory dimensions of speech impairment in dysarthria. Method: Interrater agreement was examined in 70 persons with dysarthria. Construct validity was examined in 190 persons with dysarthria using a multitrait-multimethod design with confirmatory factor analysis. Results: Interrater agreement of < 1 on a 5-point scale was found in 91% of cases across listener pairs and scales. Average reliability was 0.85. Inspection of the multitrait-multimethod matrix pointed at a high convergent and discriminant validity. Modeling of the BoDyS trait and method factors using confirmatory factor analysis yielded high goodness of fit. Model coefficients confirmed high discriminant and convergent validity and revealed meaningful relationships between scales and methods. Conclusions: The 9 auditory scales of the BoDyS provide a reliable and valid profile of dysarthric impairment. They permit standardized measurement of clinically relevant dimensions of dysarthric speech.

This study examined the convergent validity of the "Supports Intensity Scale-Adult Version" (SIS-A; Thompson et al., 2015a) and "Supports Intensity Scale-Children's Version" (SIS-C; Thompson et al., 2016a). Data from SISOnline (n = 129,864) for the SIS-A and from the SIS-C standardization sample (n = 4,015) were used for analyses. Using a pseudo multitrait-multimethod model, we estimated observed support needs scores as shared trait (support needs concept) and method (type, frequency, and daily support time) variances. Overall, trait variances more strongly influenced support needs scores than method variances, supporting the convergent validity of both versions of SIS. Findings also suggested that each of three methods of measuring support needs uniquely contributed to observed support needs ratings although different patterns existed between the SIS-A and SIS-C.

Sensory processing abnormalities in autism have largely been described by parent report. This study used a multi-method (parent-report and measurement), multi-trait (tactile sensitivity and attention) design to evaluate somatosensory processing in ASD. Results showed multiple significant within-method (e.g., parent report of different traits)/cross-trait (e.g., attention and tactile sensitivity) correlations, suggesting that parent-reported tactile sensory dysfunction and performance-based tactile sensitivity describe different behavioral phenomena. Additionally, both parent-reported tactile functioning and performance-based tactile sensitivity measures were significantly associated with measures of attention. Findings suggest that sensory (tactile) processing abnormalities in ASD are multifaceted, and may partially reflect a more global deficit in behavioral regulation (including attention). Challenges of relying solely on parent-report to describe sensory difficulties faced by children/families with ASD are also highlighted.

Community college students are often placed in developmental math courses based on the results of a single placement test. However, concerns about accurate placement have recently led states and colleges across the country to consider using other measures to inform placement decisions. While the relationships between college outcomes and such measures as high school GPA, prior math achievement, and noncognitive measures are well-known, there is little research that examines whether using these measures for course placement improves placement decisions. We provide evidence from California, where community colleges are required to use multiple measures, and examine whether this practice increases access and success in college-level courses. Using data from the Los Angeles Community College District, we find that students who were placed into higher-level math due to multiple measures (e.g., GPA and prior math background) performed no differently from their higher scoring peers in terms of passing rates and long-term credit completion. The findings suggest that community colleges can improve placement accuracy in developmental math and increase access to higher-level courses by considering multiple measures of student preparedness in their placement rules.

The Centers for Disease Control have suggested that physical education plays a role in promoting healthy lifestyles. Prior research suggests a link between attitudes toward physical education and physical activity outside school. The current study provides additional evidence of construct validity through a validation across two instruments measuring attitudes toward physical education by investigating their psychometric properties with a sample of 6th grade students (N = 377). Confirmatory factor analysis results indicate that the four-factor model fit the data well for both instruments based on fit indices, and a multitrait-multimethod analysis provides evidence of convergent and discriminant validity. Cross validation of these instruments permits longitudinal investigations on the role of attitudes toward physical education and their impact on physical activity.

Purpose: The purpose of this paper is to contribute to the ongoing dialog of whether and how instructional leadership is distinguished conceptually from general leadership notions, such as charisma, and to continue the ongoing psychometric research on the The Vanderbilt Assessment of Leadership in Education (VAL-ED) by examining its convergent and divergent validity. The authors hypothesize that the VAL-ED will be highly correlated with another measure of instructional leadership, but will be weakly correlated with more general measures of leadership that are rooted in personality theories. To test the convergent validity the authors implement the Hallinger and Murphy (1985) Instructional Management Behavior of Principals (IMBP) inventory, (Hallinger and Murphy, 1985; Hallinger, 2011). The authors use an instrument for emotional intelligence, Trait Emotional Intelligence Questionnaire (TEIQue) as the divergent measure (Petrides "et al.," 2007). Results indicate that principals and teachers have different perceptions of leadership concepts. Design/Methodology/Approach: The sample of schools in this study included 63 schools, 47 elementary, seven middle, and nine high schools from eight districts in six states in the US correlational analyses and regression are implemented. Findings: The three sets of correlations from teacher responses about their principals among the three measures of the VAL-ED, TEIQue, and PIMRS (0.715, 0.686, and 0.642) are similar in size and all quite high. The picture is different for principals' self-ratings, however. The VAL-ED is more strongly correlated (0.492) with PIMRS than with TEIQue (0.119), providing some evidence for convergent validity between learning-centered leadership and instructional management, and divergent validity when compared with emotional intelligence traits. The correlation between teachers and principals on the VAL-ED is only 0.17. Research Limitations/Implications: An interesting finding of this study is that principals can discriminate between instructional leadership measures and emotional traits when self rating, while teachers rate their principals similarly, and do not seem to discriminate between instructional leadership practices, as measured by the VAL-ED or PRIMS, and general traits associated with leadership effectiveness, as measured by the TEIQue. This paper discusses the theoretical and practical implications of these findings for both understanding the limitations of rating scales measuring instructional leadership, and their uses for evaluation purposes. Furthermore, teachers seem to perceive and understand these leadership traits differently than principals suggesting the need for training in how to use and interpret the results. Originality/Value: Educator accountability has placed principal evaluation and assessment at the forefront of reform debates. There is limited research on 360 degree evaluation systems. Rating scales of principals' instructional leadership, are being used for assessing principals' strengths and weaknesses in making decisions about tenure, merit pay, and ongoing professional development. Given the significance of these decisions it is important to ensure that principal evaluation instruments are valid.

The psychometric properties of the Revised Children's Manifest Anxiety Scale-Second Edition (RCMAS-2) were examined in a sample of 1,003 U.S. elementary and secondary students in Grades 2 to 12. Confirmatory factor analyses (CFAs) were performed comparing the five-factor (target) model consisting of three anxiety (Physiological Anxiety, Social Anxiety, and Worry) factors and two defensiveness (Defensiveness 1 and 2) factors with a three-factor model (one anxiety factor and two defensiveness factors). The results of the CFAs conducted indicated that the five-factor model provided a better fit to the data than the three-factor model. Tests of measurement invariance were also performed and the results provided support for configural, metric, and partial scalar invariance of the RCMAS-2 scores across gender. Latent mean analyses were also conducted and the results of these analyses indicated that females scored significantly higher than males on the three anxiety factors. These findings provide support for the construct validity of the RCMAS-2 scores. Implications of the findings for mental health professionals who work with elementary and secondary school students are discussed.

Reliable and valid assessment of aberrant behaviors is essential in empirically verifying prevention and intervention for individuals with intellectual or developmental disabilities (IDD). Few instruments exist which assess behavior problems in infants. The current longitudinal study examined the performance of three behavior-rating scales for individuals with IDD that have been proven psychometrically sound in older populations: the "Aberrant Behavior Checklist (ABC)", the "Behavior Problems Inventory (BPI-01)," and the "Repetitive Behavior Scale-- Revised (RBS-R)." Data were analyzed for 180 between six and 36 months old children at risk for IDD. Internal consistency (Cronbach's alpha) across the subscales of the three instruments was variable. Test-retest reliability of the three BPI-01 subscales ranged from 0.68 to 0.77 for frequency ratings and from 0.65 to 0.80 for severity ratings (intraclass correlation coefficients). Using a multitrait-multimethod matrix approach high levels of convergent and discriminant validity across the three instruments was found. As anticipated, there was considerable overlap in the information produced by the three instruments; however, each behavior-rating instrument also contributed unique information. Our findings support using all three scales in conjunction if possible. (Contains 2 figures and 6 tables.)

The Shedler-Westen Assessment Procedure (SWAP) is a personality assessment instrument designed for use by expert clinical assessors. Critics have raised questions about its psychometrics, most notably its validity across observers and situations, the impact of its fixed score distribution on research findings, and its test-retest reliability. We review empirical data addressing its validity, emphasizing the multitrait-multimethod approach to evaluating test validity. To evaluate the hypothesis that the fixed, asymmetric score distribution artifactually inflates correlations between SWAP profiles, we conducted Monte Carlo simulations and also presented empirical data from a large patient sample. We observed a mean correlation of zero between simulated SWAP profiles, indicating that the score distribution does not impact the correlation coefficients. Empirical correlations between SWAP profiles of actual patients were small and similar to those obtained using "Diagnostic and Statistical Manual of Mental Disorders", fourth edition (DSM-IV) personality disorder scales that had no fixed score distributions, suggesting that the correlations were not a methodological artifact of the SWAP. We report new test-retest reliability data (median coefficient greater than 0.85) for the SWAP's trait and personality disorder dimensions. The SWAP appears to be reliable and valid. The data do not support its primary psychometric critiques. (Contains 3 tables.)

Three approaches of validation enquiry were applied on the data obtained from a proficiency test carried out with 3,398 PhD candidates as a partial requirement for entering PhD program in Iran. The data obtained from the reading section were subjected to an exploratory factor analysis (EFA). The EFA yielded nine factors in the reading section. Furthermore, a design of multitrait-multimethod was also investigated, the traits being grammar and vocabulary and the methods, multiple choice and cloze test. The test demonstrated both convergent and discriminant validity. A third approach was intersubtest correlations as elaborated on by Alderson et al. (1995). For this, different sub-parts of the instrument were correlated with one another and with the total test. The test also showed construct validity as investigated via this approach. It can be concluded that the test had construct validity as revealed by these three approaches.

The distinctiveness of physical aggression from other antisocial behavior is widely accepted but little research has explicitly focused on young children to empirically test this assumption. A Multitrait-Multimethod Matrix (MTMM) approach was employed to confirm the distinctiveness of physical aggression from nonaggressive antisocial behavior in early childhood. In addition, the convergent validity of teacher reports of physical aggression was investigated on a measure that contained age-appropriate behavior items selected from the Preschool Behavior Questionnaire (PBQ). Assessments of physical aggression versus nonaggressive antisocial behavior of 117 kindergartners with different behavior profiles were obtained using three measures varying in source and/or method: (a) teacher reports on the PBQ, (b) short interviews with teachers, and (c) classroom observations. The MTMM matrix was analyzed using confirmatory factor analysis (CFA). The results provided reasonable support for the discrimination between physical aggression and nonaggressive antisocial behavior. In addition, strong support was found for the convergent validity of teacher-reported physical aggression using PBQ items. (Contains 1 figure and 1 table.)

Existing research posits multiple dimensions of bullying and victimization but has not identified well-differentiated facets of these constructs that meet standards of good measurement: goodness of fit, measurement invariance, lack of differential item functioning, and well-differentiated factors that are not so highly correlated as to detract from their discriminant validity and substantive usefulness in school settings. Here we demonstrate exploratory structural equation modeling, an integration of confirmatory factor analysis and exploratory factor analysis. On the basis of responses to the 6-factor Adolescent Peer Relations Instrument (verbal, social, physical facets of bullying and victimization), we tested invariance of factor loadings, factor variances-covariances, item uniquenesses, item intercepts (a lack of differential item functioning), and latent means across gender, year in school, and time. Using a combination of relations with student characteristics and a multitrait-multimethod analysis, we showed that the 6 bully/victim factors have discriminant validity over time and in relation to gender, year in school, and relevant psychosocial correlates (e.g., depression, 11 components of academic and nonacademic self-concept, locus of control, attitudes toward bullies and victims). However, bullies and victims are similar in many ways, and longitudinal panel models of the positive correlations between bully and victim factors suggest reciprocal effects such that each is a cause and an effect of the other. (Contains 14 tables and 1 figure.)

This study assessed trait validity of the Reynolds Intellectual Assessment Scales' (RIAS) Verbal Index (VIX) and Nonverbal Index (NIX) scores in a group of college students. Using both observation of patterns and latent variable modeling of a multitrait-multimethod correlation/covariance matrix, the results indicate that the RIAS VIX scores behaved in a manner predicted from the theory behind their construction; namely, they related strongly to other measures of crystallized intelligence ("Gc") and, together, they formed a salient "Gc" factor. The NIX scores, however, did not behave as predicted--showing as strong, or stronger, associations with measures of "Gc" than measures of fluid intelligence. Although more studies of this type are needed across different samples before making broad generalizations, the results from the present study support the use and interpretation of the RIAS VIX score, but not the NIX score. (Contains 3 notes and 6 tables.)

The validity of the Treatment Motivation Scales for outpatient offender treatment (TMS-F), a self-report questionnaire with scales for the motivation of patients to engage in the treatment and six cognitive and emotional determinants of this motivation, is evaluated in two studies. In Study 1 (N = 620), the "construct validity" of the TMS-F is investigated applying a multitrait-multimethod design with a therapist-rating instrument as the criterion method. All scales were found to have adequate convergent validity and acceptable discriminant validity. In Study 2 (N = 328), the "criterion validity" of the TMS-F is addressed. Applying covariance structure analysis, the instrument is found to predict therapist ratings of the treatment engagement of patients to a substantial degree. Treatment engagement is best predicted by the scales for Motivation to Engage in the Treatment and Perception of the Suitability of the Treatment and not by the scales for Distress and the Perceived Legal Pressure. (Contains 3 figures and 6 tables.)

Psychologists interviewed direct-care staff using a battery of assessment measures including the autism spectrum disorders-diagnosis for intellectually disabled adults (ASD-DA), the Diagnostic Assessment for the Severely Handicapped-II (DASH-II), the Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER), the Socialization domain of the Vineland Adaptive Behavior Scales (VABS), and a checklist containing criteria for autism and PDD-NOS from the DSM-IV-TR and ICD-10. Three hundred and seven intellectually disabled (ID) adolescents and adults ranging in age from 16 to 88 were assessed. Participants were diagnosed with either ID and ASD (autism or PDD-NOS; n = 156) or ID and no Axis I diagnosis (n = 151). A modification of the multitrait-multimethod approach was used to establish the convergent and discriminant validity of the ASD-DA. The scale proved to have robust convergent validity when correlated with the DSM-IV-TR/ICD-10 checklist, MESSIER, and Socialization domain of the VABS. Additionally, discriminant validity was demonstrated by comparing the ASD-DA to items from the DASH-II (measure of general psychopathology). The implications of these data are discussed. (Contains 3 tables.)

We report the development of the Assessment of Individual Motives-Questionnaire (AIM-Q), a new instrument based on an evolutionary psychology theory of human motivation. It provides multitrait-multimethod (MTMM) assessment of individual differences on 15 motive scales. A total heterogeneous sample of N = 1,251 participated in eight studies that evaluated the homogeneity, internal consistency, test-retest reliability, and MTMM convergent and discriminant validities of the AIM-Q's three methods. These studies generally support the overall strategy of assessing individual differences in multiple evolutionary-based motives with multiple methods. Additional validity studies are underway and, when validated further, the AIM-Q may offer a promising option for evolutionary psychologists and behavioral geneticists wanting to incorporate individual differences into their research but have had to use existing self-report measures of personality, which were not designed for such a purpose. It may also offer clinical and counseling psychologists an additional approach to personality measures for the prediction of behavior. (Contains 12 tables.)

In this article we examine empirical evidence on the criterion, predictive, transfer, and fairness aspects of validity of a large-scale language arts performance assessment, referred to as the Performance Assignment (PA). We use multilevel models to avoid biased inferences that might result from the naturally nested data. Specifically, we examine the relationships of the assessment with the Stanford Achievement Test, 9th Edition and the California High School Exit Examination. The results indicate that the measures are related, that students demonstrate a degree of transfer, and that the language arts PA is relatively more fair than comparison assessments. The results are robust to various model specifications and demonstrate that benefits do not accrue to all students equally. (Contains 6 figures, 9 tables and 6 footnotes.)

This study examined the factor structure of the parent and teacher versions of the Strengths and Difficulties Questionnaire (SDQ; R. Goodman, 1997) with a sample of first-grade children at risk for educational failure. The 5-factor model previously found in studies using exploratory factor analysis was fit to the data for both parent and teacher questionnaires. Fit indices for both versions were marginally adequate. Model fit was comparable across gender and ethnic groups. Factor fit for the parent questionnaire was invariant across parent educational level. The examination of convergent and discriminant validity included peer evaluations of each SDQ construct. Thus, each of the five constructs was evaluated by three sources (parent, teacher, and child). On the basis of D. T. Campbell and D. W. Fiske's (1959) multitrait-multimethod approach as well as a confirmatory factor analysis using the correlated uniqueness model, the SDQ has good convergent validity but relatively poor discriminant validity.

This study compared four methods for setting item response time thresholds to differentiate rapid-guessing behavior from solution behavior. Thresholds were either (a) common for all test items, (b) based on item surface features such as the amount of reading required, (c) based on visually inspecting response time frequency distributions, or (d) statistically estimated using a two-state mixture model. The thresholds were compared using the criteria proposed by Wise and Kong to establish the reliability and validity of response time effort scores, which were generated on the basis of the specified threshold values. The four methods yielded very similar results, indicating that response time effort is not very sensitive to the particular threshold identification method used. Recommendations are given regarding use of the various methods. (Contains 5 tables and 1 figure.)

To examine the utility of a self-report scale of sexual assault trauma, 223 female victims were interviewed with the 43-item Sexual Assault Symptom Scale II (SASS II) at 1, 3, 7, 11, and 15 months postassault. Factor analyses using principal-components extraction with an oblimin rotation yielded 7 common factors with 31 items. The internal consistency was high for 4 factors and moderate for 2 factors. The multitrait-multimethod matrix, correlating the factor subscale scores of self-reported trauma and clinical assessment ratings, demonstrated both convergent and discriminant validity, indicating that the SASS II has construct validity. Correlations between the SASS II subscales and the intrusion subscale of the Impact of Events Scale also indicated the convergent and discriminant validity of the SASS II. Significant positive correlations between current and prior trauma levels further evidence the validity of the SASS. (Contains 5 notes and 5 tables.)

Researchers sometimes need a statistical test of the hypothesis that two values of Cronbach's alpha reliability coefficient are equal. The situation may involve scores from two different measures administered to independent random samples or from the same measure administered to random samples from two different populations. Feldt derived a test that functions well with large or moderate numbers of subjects. However, he validated this test only when the number of parts (k) of the measurement was fairly large, as it would be if the parts were individual test items. He did not consider instances in which the parts were raters, and hence k would be as small as 2 or 3. In this article, the Feldt test is investigated for such situations. It is found to function quite well in its control of Type I error. (Contains 3 tables and 1 figure.)

A large number of previous studies have used self-construal to predict communication outcomes. Recent evidence, however, suggests that validity problems may exist in self-construal measurement. The current study conducted a multimethod multitrait (Campbell & Fiske, 1959) validation study of self-construal measures with data (total N = 578) collected in Korea (N = 200), Japan (N = 212), and the U.S. (N = 166). The data showed that the Singelis (1994) Self-Construal Scale, the Cross, Bacon, and Morris (2000) Relational Interdependent Self-Construal Scale (RISC), and the Kuhn and McPartland (1954) Twenty Statements Test (TST) lacked convergent and discriminant validity, both pan-culturally and within each of the three countries included in the study. Scores on the TST were not significantly related to scores on the self-construal scales, and the various self-construal measures correlated more highly with measures of communication directness than with alternative measures of the same type of self-construal. Substantial method effects were also observed. The results were tested for both 2- and 3-dimensional models of self-construal and for refined scales and scales with all items retained. The results of all analyses were inconsistent with the claim that self-construal measures are construct valid.

The primary objective of this study was to examine the construct validity for the 2 multiple-content testing programs-the multiple-choice Comprehensive Tests of Basic Skills (CTBS/5) together with the performance-based Maryland School Performance Assessment Program (MSPAP)-by evaluating the true-score longitudinal associations among multiple-content scores in 1 school district. Each content area measure in the 2 testing programs was closely examined by the following criterion: The true-score correlation between 2 time-period measures of the same content area is higher than its longitudinal true-score correlations with other content areas. This criterion was achieved in 2 (Reading and Mathematics) of 5 CTBS/5 content subtests, as well as 1 (Language) of 6 MSPAP content subtests. The structural equation modeling has been conducted on a multitrait-multimethod correlation dataset, where the traits of Reading and Mathematics were assessed by MSPAP and the old version of CTBS/4. Although convergent validity existed in these 2 measures, there was little evidence to support discriminant validity in both measures.

Measures of 4traits (cognitive competence, social competence, social maladaption, and personal maladaption) were obtained on 157 persons with mental retardation, using 3 measurements: standardized assessment instrument, day shift staff ratings, and evening shift staff ratings. The multitrait-multimethod matrix procedure demonstrated strong convergent validity, clear discriminant validity, and only moderate levels of method variance. (Author/JDD)

Using hierarchical confirmatory factor analysis to analyze multitrait-multimethod data, the validity of the Satisfaction with My Supervisor Scale (SWMSS) was evaluated by comparing the SWMSS to commitments to the organization, department, and occupation for 100 professional employees of a multinational software firm. The validity of the SWMSS was supported. (SLD)

Discussion of time-related measures in computerized ability tests focuses on a study of college students that used two intelligence test item types to develop a multitrait, multimethod assessment of response time measures. Convergent and discriminant validation are discussed, correlations between response time and accuracy are examined, and reliability is considered. (19 references) (LRW)

Common approaches to examining the relationship between multitrait-multimethod (MTMM) data and variables outside the MTMM data are compared: averaging various means of each trait and estimating LISREL computer program models, and estimating only relationships between MTMM traits and the outside variables. Problems of correlational bias are discussed. (SLD)

The construct validity of 290 preadolescent children's responses to 3 instruments claiming to measure dimensions of self-concept was studied. Instruments administered to the fifth graders include the Self-Description Questionnaire; the Perceived Competence Scale; and the Piers-Harris Children's Self-Concept Scales. (SLD)

Presents results from two studies that investigate the measurement of childhood depression through self-report and reports from others. Results were discussed in terms of the need to consider self-report in the discussion of depression with its covert components and in terms of the need for improved measurement instruments. (BH)

Two large samples of high school teachers were rated for teaching effectiveness by the teachers and by their students, using the IDEA Form H. Factor analyses yielded highly similar underlying dimensions. Convergent validity coefficients were significant for all factors, supporting the validity of student ratings. (Author/GDC)

The multitrait-multimethod matrix procedure was employed to examine the convergent and discriminant validity of the five subscales of the Career Maturity Inventory (CMI) Attitude Scale, Counseling Form B-1. (Author/LMO)

This study tested the multifaceted, hierarchical structure of self- concept (SC) against alternative models and determined whether academic SC can be discriminated from academic grades. Results supported the multidimensional interpretation of SC and demonstrated that general SC could be interpreted as distinct from but correlated with academic SC. (JAZ)

The accuracy of various evaluation methods for assessing teacher effectiveness was investigated. College instructors (n=43) were rated by students, colleagues, trained classroom raters, former students, and themselves. Results indicate these methods to be more valid than prior research would suggest. (BS)

Assessed the convergent and discriminant validity of various measures of family cohesion and control, using a multitrait, multimethod approach. Families with at least one adolescent and in family therapy completed self-report measures and engaged in Reiss' Card Sort Procedure. Ratings of the families' cohesiveness were also obtained from the families and their therapists. Reported low validity scores. (Author/KS)