Search

This study examined a subset of 46 variables on a 52-item form for evaluating student teachers to determine the underlying dimensions tapped by the instrument. 482 evaluations completed by 33 college supervisors were analyzed using the principal components factorial method. Five factors with factorial loadings of at least .50 on the item variables were identified in 34 iterations using oblimin rotation. Five factors were interpreted as: I. Management of the Instructional Environment, II. Professional Responsibilities, III. Human Relationships, IV. Planning of Instruction, and V. Communication Skills.

The relationship of the Peabody Picture Vocabulary Test Revised and the McGraw-Hill Basic Skills System was examined for 50 predominately black college freshmen and sophomores. Both Forms L and M of the PPVT-R correlated significantly (.34 to .58) with the Reading, Writing, and Vocabulary subtests of the McGraw-Hill system. Students scored about one standard deviation below the mean on both measures. Skills measured by the instruments appear different enough to preclude use of the PPVT-R as the first screening test.

This study examined the comparability of Forms L and M of the Peabody Picture Vocabulary Test-Revised for 30 rural predominantly black Head Start children. Pearson product-moment correlations between Forms L and M ranged from .58 to .75 for boys, girls, and total group. ttests indicated no significant differences in mean standard scores between the forms. The 15 girls, however, scored significantly higher than the 15 boys on Form L.