Factor analysis in a test-development program.

1948 ◽  
Vol 55 (2) ◽  
pp. 79-94 ◽  
Author(s):  
J. P. Guilford
Keyword(s):  
Factor Analysis ◽  
Test Development ◽  
Development Program

scholarly journals Phthalate ester testing in the National Toxicology Program's Environmental Mutagenesis Test Development Program

1982 ◽  
Vol 45 ◽  
pp. 99-101 ◽  
Author(s):  
Errol Zeiger ◽  
Stephen Haworth ◽  
William Speck ◽  
Kristien Mortelmans
Keyword(s):  
Test Development ◽  
Development Program ◽  
Phthalate Ester ◽  
Environmental Mutagenesis

The U.S. Employment Service Occupational Test-Development Program

1977 ◽  
Vol 14 (2) ◽  
pp. 59-64 ◽  
Author(s):  
ANTHONY FANTACI ◽  
ROBERT C. DROEGE ◽  
MARLIN FERRAL ◽  
JOHN HAWK
Keyword(s):  
Test Development ◽  
Development Program ◽  
Employment Service ◽  
The U.S

scholarly journals An evaluation model of educational quality assurance at junior high schools

2016 ◽  
Vol 2 (2) ◽  
pp. 194
Author(s):  
Sugiyanta Sugiyanta ◽  
Soenarto Soenarto
Keyword(s):  
Factor Analysis ◽  
Quality Assurance ◽  
High Schools ◽  
Exploratory Factor Analysis ◽  
Attitude Change ◽  
Junior High ◽  
Evaluation Model ◽  
Development Program ◽  
Junior High Schools ◽  
Significance Level

The study was to develop an appropriate evaluation model of quality assurance (QA) for evaluating the programs of the educational QA (EQA) at junior high schools. The study was a research and development study that referred to the steps developed by Borg and Gall. The results of the study show that the evaluation model of EQA in junior high schools consist of the implementation of QA system and the performance of QA. The constructs for the instrument of QA system implementation consisted of planning, implementation, monitoring and evaluation, and the act of revision is based on the exploratory factor analysis at the significance level of 0.000. The constructs for the instrument of EQA performance consisted of: resource development; program and activity development; participation, satisfaction, knowledge change, attitude change, and behavior change of school community; social, economic, and school environmental development based on the exploratory factor analysis at the significance level of 0.000. The feasibility of the evaluation model is in a good category based on  experts’, users’, and practitioners’ judgment and the evidence found in the field testing.

scholarly journals Factor Analysis of Paddy-Field Consolidation: Case Study of Iran

2012 ◽  
Vol 1 (2) ◽  
pp. 108 ◽  
Author(s):  
Ebrahimi Mohammad Sadegh ◽  
Kalantri Khalil ◽  
Asadi Ali
Keyword(s):  
Factor Analysis ◽  
Paddy Field ◽  
Sampling Method ◽  
Development Program ◽  
Total Variance ◽  
Survey Study ◽  
Institutional Effects ◽  
Rice Farmers ◽  
Five Factors

<p>Land consolidation is a strategy for the development of Iranian rice-growing regions. The most important targets of the program are reducing rice farmers' expenses and increasing their income. The object of this article is to conduct a factor analysis of Iranian paddy-field consolidation. The research was conducted in the form of a survey study. The data was collected from188 farmers participating in a farm-development program in Guilan province, sampled using a stratified random sampling method. The reliability of the questionnaire was calculated using a Cronbach alpha coefficient (alpha &gt;0.78) for different sections after conducting a pilot study. Factor analysis for farmers with rice fields in projects showed that five factors explained 63.92% of total variance. These factors were: 1) social, 2) instructional, 3) environmental, 4) economic and 5) institutional effects. Social effects alone, the factor with the greatest effect, explained 34.84% of total variance.</p>

scholarly journals Accelerated leach test development program

1990 ◽  
Author(s):  
M. Fuhrmann ◽  
R.F. Pietrzak ◽  
J. Heiser ◽  
E.M. Franz ◽  
P. Colombo
Keyword(s):  
Test Development ◽  
Development Program ◽  
Leach Test

scholarly journals A CONFIRMATORY FACTOR ANALYSIS OF TEACHER’S COMPETENCE IN ACTION RESEARCH (TCAR) QUESTIONNAIRE

2021 ◽  
pp. 103-113
Author(s):  
Sylvester Cortes ◽  
Hedeliza Pineda ◽  
Immar Jun Geverola
Keyword(s):  
Factor Analysis ◽  
Action Research ◽  
Confirmatory Factor Analysis ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Development Program ◽  
Self Report ◽  
Validity And Reliability ◽  
Cross Sectional ◽  
Confirmatory Factor

The instrument that assesses teachers’ competence on AR methodology is limited. Thus, it is one of the issues concerning evaluating the effectiveness of a professional development program on designing AR projects. It is difficult to determine how much and what teachers have learned in a course or training. Thus, this cross-sectional study aimed to evaluate further the validity and reliability of the Teacher’s Competence in Action Research Questionnaire, a seven-factor instrument previously proposed by Cortes, Pineda, and Geverola (2020). This self-report scale was not subjected to confirmatory factor analysis, had less sample size, and had homogenous participants. In the present study, 450 participants, both pre- and in-service teachers and from different teaching specializations, answered the survey. The data were analyzed using the confirmatory factor analysis method through the Maximum Likelihood approach. Four model fit indices recorded satisfactory results (CFI = 0.890; TLI = 0.884; RMSEA = 0.072; SRMR = 0.039), thus, supporting the seven-factor scale. The standardized factor loading, composite reliability, average variance extracted, and Cronbach’s alpha coefficient/s of the entire scale and within subscales also provide evidence of the convergent validity and reliability of the scale. There may be an issue in the discriminant validity of the scale, but the conceptual distinctions of each factor as supported by theoretical foundation and arguments provide a principal reason for retaining all the items and factors.

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