Showing papers by "Stephen E. Newstead published in 1996"

Individual differences in student cheating.

Abstract: The incidence and causes of cheating were investigated using a questionnaire, consisting of 21 cheating behaviors, which was distributed to students at an English university. Respondents were asked to indicate, confidentially, which of the behaviors they had engaged in. Reported cheating was widespread and some types of cheating (e.g., on coursework) were more common than others. Reported cheating was more common in men than women; more common with less able students than more able ones; more common in younger students than mature ones; and more common in science and technology students than those in other disciplines. It is suggested that students' motivation, in particular whether they are studying to learn rather than simply to obtain good grades, is a major factor in explaining these differences. The results also indicate that cheating consists of a number of different types of behavior rather than being a unitary concept.

On the mental representation of conditional sentences.

Abstract: Four experiments are reported which attempt to externalize subjects' mental representation of conditional sentences, using novel research methods. In Experiment 1, subjects were shown arrays of coloured shapes and asked to rate the degree to which they appeared to be true of conditional statements such as “If the figure is green then it is a triangle”. The arrays contained different distributions of the four logically possible cases in which the antecedent or consequent is true or false: TT, TF, FT, and FF. For example, a blue triangle would be FT for the conditional quoted above. In Experiments 2 to 4, subjects were able to construct their own arrays to make conditionals either true or false with any distribution of the four cases they wished to choose. The presence and absence of negative components was varied, as was the form of the conditional, being either “if then” as above or “only if”: “The figure is green only if it is a triangle”. The first finding was that subjects represent conditionals in fuz...

A new approach to exploring biases in educational assessment

Abstract: This paper presents and illustrates an approach to the study of marking biases based on multi-sample confirmatory factor analysis. This is applied to the marks awarded by two independent markers to the final year dissertations of 197 female and 58 male psychology undergraduates. One of the two markers had supervised the work on which the dissertation was based on a one-to-one basis. The results suggest that about 30 per cent of the variance in the supervisor's mark is attributable to influences which are specific to the supervisor, orthogonal to the merit of the project as assessed by the two markers jointly, and general across each of the four marks awarded by the supervisor. The most plausible interpretation of these influences is that they represent a contamination of the supervisor's mark by personal knowledge of the student. These biases in the supervisor's marking were found to have more influence for male than for female students and to elevate the marks of males relative to those of females to a small but significant extent. It would be unwise to overgeneralize from these findings, but they demonstrate the potential value of this method of studying marking biases.