Accuracy and Reliability of Peer Assessment of Athletic Training Psychomotor Laboratory Skills

Peer assessment is defined as students judging the level or quality of a fellow student's understanding. No researchers have yet demonstrated the accuracy or reliability of peer assessment in athletic training education. To determine the accuracy and reliability of peer assessment of athletic training students' psychomotor skills. Cross-sectional study. Entry-level master's athletic training education program. First-year (n = 5) and second-year (n = 8) students. Participants evaluated 10 videos of a peer performing 3 psychomotor skills (middle deltoid manual muscle test, Faber test, and Slocum drawer test) on 2 separate occasions using a valid assessment tool. Accuracy of each peer-assessment score was examined through percentage correct scores. We used a generalizability study to determine how reliable athletic training students were in assessing a peer performing the aforementioned skills. Decision studies using generalizability theory demonstrated how the peer-assessment scores were affected by the number of participants and number of occasions. Participants had a high percentage of correct scores: 96.84% for the middle deltoid manual muscle test, 94.83% for the Faber test, and 97.13% for the Slocum drawer test. They were not able to reliably assess a peer performing any of the psychomotor skills on only 1 occasion. However, the ? increased (exceeding the 0.70 minimal standard) when 2 participants assessed the skill on 3 occasions (&#x03C8 = 0.79) for the Faber test, with 1 participant on 2 occasions (&#x03C8 = 0.76) for the Slocum drawer test, and with 3 participants on 2 occasions for the middle deltoid manual muscle test (&#x03C8 = 0.72). Although students did not detect all errors, they assessed their peers with an average of 96% accuracy. Having only 1 student assess a peer performing certain psychomotor skills was less reliable than having more than 1 student assess those skills on more than 1 occasion. Peer assessment of psychomotor skills could be an important part of the learning process and a tool to supplement instructor assessment

Responsible Conduct of Research Measure: The initial development and pilot study

Although much discussion has been focused on research misconduct (RM) and questionable research practices, to date no self-report measures exist to examine this phenomenon. To help fill this void, the authors developed the Responsible Conduct of Research Measure (RCRM) through multiple pilot study waves involving researchers in the social and behavioral sciences. Preliminary results reveal adequate validity and reliability. The authors discuss limitations of the study as well as some possible directions for future research on this topic

Cognitions of Expert Supervisors in Academe: A Concept Mapping Approach

Eighteen expert supervisors reported their thoughts while preparing for, conducting, and evaluating their supervision sessions. Concept mapping (Kane & Trochim, ) yielded 195 cognitions classified into 25 cognitive categories organized into 5 supervision areas: conceptualization of supervision, supervisee assessment, supervisory relationship, supervisor self-assessment, and administration of supervision. Implications for future research and supervisor training programs are discussed

Psychological Climate, Stress, and Research Integrity Among Research Counselor Educators: A Preliminary Study

In this quantitative study, 187 counselor educators at research institutions reported engaging in responsible conduct of research (RCR), with a few individuals reporting deviations from ethical behavior. Tenure-seeking faculty members indicated a greater likelihood of deviating from acceptable research practices than did tenured faculty members. The psychological meaningfulness of one's department and research ethics training positively related to engagement in RCR, explaining 18% of the variance. Implications for training of research ethics are discussed, along with suggestions for environmental needs within counseling departments to potentially increase psychological meaningfulness for faculty members

Expanding the start of the college pipeline: Ninth grade findings from an experimental study of the impact of the early college high school model

Early college high schools are a new and rapidly spreading model that merges the high school and college experiences and that is designed to increase the number of students who graduate from high school and enroll and succeed in postsecondary education. This article presents results from a federally funded experimental study of the impact of the early college model on Grade 9 outcomes. Results show that, as compared to control group students, a statistically significant and substantively higher proportion of treatment group students are taking core college preparatory courses and succeeding in them. Students in the treatment group also have statistically significantly higher attendance and lower suspension rates than students in the control group

Preparing students for college: the implementation and impact of the Early College High School model

As implemented in North Carolina, Early College High Schools are small, autonomous schools designed to increase the number of students who graduate from high school and are prepared for postsecondary education. Targeted at students who are underrepresented in college, these schools are most frequently located on college campuses and are intended to provide students with 2 years of college credit upon graduation from high school. This article reports on preliminary 9th-grade results from 285 students in 2 sites participating in a longitudinal experimental study of the impact of the model. These early results show that significantly more Early College High School students are enrolling and progressing in a college preparatory course of study. This expanded access, however, is associated with somewhat lower pass rates for some courses, suggesting the need for strong academic support to accompany increased enrollment in more rigorous courses. Implementation data collected on one school indicate that it is successfully implementing the model's components

Rejoinder: The madness to our method: Some thoughts on divergent thinking

In this reply, the authors examine the madness to their method in light of the comments. Overall, the authors agree broadly with the comments; many of the issues will be settled only by future research. The authors disagree, though, that past research has proven past scoring methods—including the Torrance methods—to be satisfactory or satisfying. The authors conclude by offering their own criticisms of their method, of divergent thinking, and of the concept of domain-general creative abilities

Promoting Self-Esteem in Adolescents: The Influence of Wellness Factors.

To assess the extent to which holistic wellness factors are predictive of self-esteem, the authors administered the Coopersmith Self-Esteem Inventories, School Form (Coopersmith, 2002), and the Five Factor Wellness Inventory (Myers & Sweeney, 2005a) to 225 adolescents ages 15 to 17 years. Wellness factors (Coping Self, Social Self, and Creative Self) explained a significant portion of the variance in components of self-esteem (General Self-Esteem, Home-Parents Self-Esteem, and School-Academic Self-Esteem). Implications for counselors and for further research are considered

Assessment of Score Dependability of the Wisconsin Schizotypy Scales Using Generalizability Analysis

To investigate the reliability of the Wisconsin Schizotypy Scales, this study applied generalizability analysis with two college student samples who completed the scales at two time points. The results indicated that the Revised Social Anhedonia Scale had acceptable levels of score dependability, but that the score dependability for the other scales (the Physical Anhedonia Scale, the Perceptual Aberration Scale, and the Magical Ideation Scale) was below an acceptable level of .80. The patterns of variance components suggested that the scales’ items need improvement. Researchers can use the included tables to choose the number of items and occasions needed to get dependable score interpretations. This research was presented at the 2007 meeting of the Midwestern Psychological Association, Chicago, IL

Differences in Ultrasonic Vocalizations between Wild and Laboratory California Mice (Peromyscus californicus)

BACKGROUND: Ultrasonic vocalizations (USVs) emitted by muroid rodents, including laboratory mice and rats, are used as phenotypic markers in behavioral assays and biomedical research. Interpretation of these USVs depends on understanding the significance of USV production by rodents in the wild. However, there has never been a study of muroid rodent ultrasound function in the wild and comparisons of USVs produced by wild and laboratory rodents are lacking to date. Here, we report the first comparison of wild and captive rodent USVs recorded from the same species, Peromyscus californicus. METHODOLOGY AND PRINCIPAL FINDINGS: We used standard ultrasound recording techniques to measure USVs from California mice in the laboratory (Peromyscus Genetic Stock Center, SC, USA) and the wild (Hastings Natural History Reserve, CA, USA). To determine which California mouse in the wild was vocalizing, we used a remote sensing method that used a 12-microphone acoustic localization array coupled with automated radio telemetry of all resident Peromyscus californicus in the area of the acoustic localization array. California mice in the laboratory and the wild produced the same types of USV motifs. However, wild California mice produced USVs that were 2-8 kHz higher in median frequency and significantly more variable in frequency than laboratory California mice. SIGNIFICANCE: The similarity in overall form of USVs from wild and laboratory California mice demonstrates that production of USVs by captive Peromyscus is not an artifact of captivity. Our study validates the widespread use of USVs in laboratory rodents as behavioral indicators but highlights that particular characteristics of laboratory USVs may not reflect natural conditions