Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

the total number of papers may exceed 10,000. Nevertheless, cost consideration forced us to consider mostly published papers and technical reports in English. 4 Formula 4 in Seifert (1991) is in error—a multiplier of n, of cell size, is missing in the numerator. 5 Unfortunately, the technique of meta-analysis cannot be applied, at present time, to such effects because the distribution of dis based on a sampling of people, whereas the statistics of techniques such as ARIMA are based on the distribution of a sampling of observations in the time domain regardless of the size of the people sample involved (i.e., there is no way to compare a sample of 100 points in time with a sample of 100 people). That is, a sample of 100 points in time has the same degrees of freedom if it were based on an observation of 1 person or of 1,000 people. 258 KLUGER AND DENISI From the papers we reviewed, only 131 (5%) met the criteria for inclusion. We were concerned that, given the small percentage of usable papers, our conclusions might not fairly represent the larger body of relevant literature. Therefore, we analyzed all the major reasons to reject a paper from the meta-analysis, even though the decision to exclude a paper came at the first identification of a missing inclusion criterion. This analysis showed the presence of review articles, interventions of natural feedback removal, and papers that merely discuss feedback, which in turn suggests that the included studies represent 1015% of the empirical FI literature. However, this analysis also showed that approximately 37% of the papers we considered manipulated feedback without a control group and that 16% reported confounded treatments, that is, roughly two thirds of the empirical FI literature cannot shed light on the question of FI effects on performance—a fact that requires attention from future FI researchers. Of the usable 131 papers (see references with asterisks), 607 effect sizes were extracted. These effects were based on 12,652 participants and 23,663 observations (reflecting multiple observations per participant). The average sample size per effect was 39 participants. The distribution of the effect sizes is presented in Figure 1. The weighted mean (weighted by sample size) of this distribution is 0.41, suggesting that, on average, FI has a moderate positive effect on performance. However, over 38% of the effects were negative (see Figure 1). The weighted variance of this distribution is 0.97, whereas the estimate of the sampling error variance is only 0.09. A potential problem in meta-analyses is a violation of the assumption of independence. Such a violation occurs either when multiple observations are taken from the same study (Rosenthal, 1984) or when several papers are authored by the same person (Wolf, 1986). In the present investigation, there were 91 effects derived from the laboratory experiments reported by Mikulincer (e.g., 1988a, 1988b). This raises the possibility that the average effect size is biased, because his studies manipulated extreme negative FIs and used similar tasks. In fact, the weighted average d in Mikulincer's studies was —0.39; whereas in the remainder of the

The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.

The power of feedback.

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

This article summarizes the practical and theoretical implications of 85 years of research in personnel selection. On the basis of meta-analytic findings, this article presents the validity of 19 selection procedures for predicting job performance and training performance and the validity of paired combinations of general mental ability (GMA) and Ihe 18 other selection procedures. Overall, the 3 combinations with the highest multivariate validity and utility for job performance were GMA plus a work sample test (mean validity of .63), GMA plus an integrity test (mean validity of .65), and GMA plus a structured interview (mean validity of .63). A further advantage of the latter 2 combinations is that they can be used for both entry level selection and selection of experienced employees. The practical utility implications of these summary findings are substantial. The implications of these research findings for the development of theories of job performance are discussed. From the point of view of practical value, the most important property of a personnel assessment method is predictive validity: the ability to predict future job performance, job-related learning (such as amount of learning in training and development programs), and other criteria. The predictive validity coefficient is directly proportional to the practical economic value (utility) of the assessment method (Brogden, 1949; Schmidt, Hunter, McKenzie, & Muldrow, 1979). Use of hiring methods with increased predictive validity leads to substantial increases in employee performance as measured in percentage increases in output, increased monetary value of output, and increased learning of job-related skills (Hunter, Schmidt, & Judiesch, 1990). Today, the validity of different personnel measures can be determined with the aid of 85 years of research. The most wellknown conclusion from this research is that for hiring employees without previous experience in the job the most valid predictor of future performance and learning is general mental ability ([GMA], i.e., intelligence or general cognitive ability; Hunter & Hunter, 1984; Ree & Earles, 1992). GMA can be measured using commercially available tests. However, many other measures can also contribute to the overall validity of the selection process. These include, for example, measures of

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The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings.

A 24-item shortened version of the 98-item Mathematics Anxiety Rating Scale (MARS) was developed to provide a more efficient index of statistics or mathematics course-related anxiety. The revised scale, which yielded a coefficient alpha reliability estimated at .98, was correlated .97 with a full scale MARS. It shows a pattern of relationships with state, trait, and test anxiety parallel to that of full scale MARS. Further, the relationship with mathematics achievement was consistent for both the revised and full scale MARS. A principal axes factor analysis of revised MARS identified two clear factors, labeled "Learning Mathematics Anxiety" and "Mathematics Evaluation Anxiety." Revised MARS appears to be an attractive substitute for full scale MARS for statistical or mathematical course-related uses.

The Development and Validation of a Revised Version of the Mathematics Anxiety Rating Scale

Customers who place a standing order for the Tests in Print series or the Mental Measurements Yearbook series will receive a 10% discount on every volume. To place your standing order, please call 1-800-848-6224 (in the U.S.) or 919-966-7449 (outside the U.S.). The most widely acclaimed reference series in education and psychology, the Mental Measurements Yearbooks are designed to assist professionals in selecting and using standardized tests. The series, initiated in 1938, provides factual information, critical reviews, and comprehensive bibliographic references on the construction, use, and validity of all tests published in English. The objectives of the Mental Measurements Yearbooks have remained essentially the same since the publication of the series. These objectives include provision to test users of: * factual information on all known tests published as separates in the English-speaking countries of the world * candidly critical test reviews written for the MMY series by qualified professional people representing a variety of viewpoints * unique publication of each volume in the MMY series with new volumes supplementing rather than supplanting previous series volumes.Each yearbook is a unique publication, supplementing rather than supplanting the previous volumes. The Fifteenth Mental Measurements Yearbook contains original reviews of over two hundred newly published or revised tests. All instruments are currently available and published in the English language. The Yearbook provides candid critical reviews and other information on instruments used in all areas of testing, including education, psychology, business law, health care, counseling, and management. Test descriptions include purpose, target population, scores available, administration information, price, author, and publisher. The reviews of individual tests are written by qualified professionals representing a variety of expertise. Test entries are cross-referenced and indexed by title, subject, name, acronym, and score. An index and an updated directory of publishers are also included.

The fifteenth mental measurements yearbook

The acculturation of international people in a midwestern university was studied. Acculturation variables of perceived prejudice, observance of cultural practices and social ties, and language usage were measured. Africans, Asians, and South Americans were significantly less acculturated than were Europeans. Significant differences were also found for permanent versus nonpermanent United States residence status, length of residence in the United States, and religion. Themes derived from open-ended responses showed that participants related their identity to the values, religion, physical appearance, and language of their national origins. Emerging themes also suggested a reciprocity of acceptance and animosity in the dominant-minority intergroup relations.

A Study of Acculturation Differences among International People and Suggestions for Sensitivity to Within-Group Differences.

Literature on acculturation is reviewed, and the effects of acculturation on the mental health of Hispanics and Asian Americans are discussed. In this study we attempted to understand acculturation processes at the group level (Hispanics versus Asian Americans) and at the individual level (within-group heterogeneity). The Majority-Minority Relations Survey measured acculturation attitudes of two American ethnic minority groups, Hispanics and Asian Americans, in a Midwestern university. Data were obtained from 282 participants for a 54% return rate. Instrument analysis included assessment of generalizability (using Pearson correlation coefficient procedures), LISREL confirmatory factor analysis, and tests of internal consistency reliabilities (using coefficient alpha). Significant effects for ethnicity, Asian culture subgroups, and for the sociocultural variables of generational status, voluntary immigration versus political asylum, and religion were indicated by parametric and nonparametric tests. Therefore, although differences between the Hispanics and the Asian Americans were indicated, within-group differences for both minority groups were also influenced by select sociocultural variables.

Se revisa la literatura sobre aculturacion, y se discuten los efectos de aculturacion en la salud mental de Hispanos y Asiatico-Americanos. Este estudio intenta comprender el proceso de aculturacion a nivel de grupo (Hispanos versus Asiatico-Americanos) a nivel individual (dentro de la heterogeneidad del grupo). La Encuesta de Relaciones Mayoria-Minoria midio las actidudes aculturales de dos grupos de minorias etnicas americanas, Hispanos y Asiatico-Americanos, en una universidad del Medio-oeste. Se obtuvieron los datos de 282 sujetos para un cifra de vuelta del 54 por cien. El instrumento de analisis incluo una estimacion de generalizacion (usando los procedimientos del Coeficiente de Correlacion de Pearson), el factor confirmador de analisis LISREL, y las pruebas de fiabilidad interna (usando el coeficiente alfa). Las pruebas parametricas y no-parametricas indicaron efectos significativos para etnicidad, subgrupos culturales asiaticos, y los variables socioculturales de estado generacional, emigracion voluntaria vs. asilo politico, y religion. Entonces, aunque se indicaron diferencias entre Hispanos y Asiatico-Americanos, las diferencias entre grupos para ambos grupos minoritarios fueron influenciadas tambien por variables socioculturales escogidas.

Moderating Effects of Sociocultural Variables on Acculturation Attitudes of Hispanics and Asian Americans.

The Angoff (1971) standard setting method requires expert panelists to (a) conceptualize candidates who possess the qualifications of interest (e.g., the minimally qualified) and (b) estimate actual item performance for these candidates. Past and current research (Bejar, 1983; Shepard, 1994) suggests that estimating item performance is difficult for panelists. If panelists cannot perform this task, the validity of the standard based on these estimates is in question. This study tested the ability of 26 classroom teachers to estimate item performance for two groups of their students on a locally developed district-wide science test. Teachers were more accurate in estimating the performance of the total group than of the “borderline group,” but in neither case was their accuracy level high. Implications of this finding for the validity of item performance estimates by panelists using the Angoff standard setting method are discussed.

Barbara S. Plake

Papers

The Development and Validation of a Revised Version of the Mathematics Anxiety Rating Scale

The fifteenth mental measurements yearbook

A Study of Acculturation Differences among International People and Suggestions for Sensitivity to Within-Group Differences.

Moderating Effects of Sociocultural Variables on Acculturation Attitudes of Hispanics and Asian Americans.

Teachers' Ability to Estimate Item Difficulty: A Test of the Assumptions in the Angoff Standard Setting Method