Darrell L. Sabers

Construct Validation of the Arizona Clinical Interview Rating Scale

The Arizona Clinical Interview Rating Scale is examined for construct validity as an instrument to evaluate the interviewing techniques of medical students. Evidence was gathered in the areas of convergent and discriminant validity, sensitivity to change, internal consistency, and objectivity.

Examiner error in intelligence testing: Are you a source?

Four protocols and scripts were constructed for the WAIS (Wechsler, 1955) presenting a range of levels of intelligence and an assortment of behavioral patterns. A group of three practicing school psychologists edited the scripts and assessed the accuracy of point assignments to individual items. Unanimity was reached for scoring of each response. These “standard” responses appearing in the WAIS manual were memorized by clients who served as examinees. Thirty-three WAIS administrations were completed by practicing school psychologists and school psychology students eligible for state certification as psychometrists. These obtained score means were not significantly different from the “true scores” assigned to the standard responses for Verbal, Performance, or Full Scale indices. However, a number of examiner item scoring and administration errors were observed for numerous subtests, that could well result in misplacement or exclusion of an individual from a special program. Such examiner error suggests the need for a reexamination of training procedures and continuing education for school psychologists to facilitate proficiency with new and revised psychometric instruments (WAIS-R).

Construct Validation of the Piers-Harris Children's Self Concept Scale

An investigation was conducted to determine the construct validity of the Piers-Harris Childrens Self Concept Scale (P-H). Evidence for the validity of the instrument was analyzed according to the model for construct validation proposed by Sabers and Whitney. The main parameters of the model include the convergent validity, discriminant validity, internal consistency, and stability of the measure. Results indicated that the P-H demonstrates both convergent and discriminant validity in an assessment of a relatively stable and internally consistent construct.

The use of live models in the teaching of gross anatomy

Live models were introduced into the first‐year gross anatomy course to provide medical students with an opportunity to apply to the living person what they learned from cadaver dissection. After each major segment of the cadaver dissection, clinical correlation sessions were presented for the students by clinicians, using live models for demonstration, examination and correlation. At the completion of the course, an evaluation questionnaire was given to students. Their response indicated that the new teaching technique made anatomy seem more relevant to clinical medicine than using cadavers alone. Live models were rated superior to using cadavers, especially in demonstrating superficial anatomical structures and landmarks.

By Their Tests We Will Know Them.

An examination of the tests clinicians use can expose the clinicians’ beliefs. Their definition of a construct should be evident in the description of the test they use to measure the construct. Fu...

Effect of Immediate Student Evaluations on a Multi-Instructor Course.

Immediate student feedback and peer evaluation by a single physician were used to evaluate and monitor an interdisciplinary multi-instructor course. Clinical Correlations with Pathology is taught during the second year of medical school by 50 instructors, each of whom has a limited exposure to sophomore medical students. The format of the course, in which the same students evaluate multiple lecturers in multiple content areas, provided a unique opportunity to demonstrate the reliability and validity of student evaluations. About one-half of the lectures were repeated by the same instructors the following year to the next class of medical students, who also evaluated all of the lectures. Comparison of two consecutive sophomore classes of medical students documented overall course improvement and showed higher ratings given to instructors who presented the same lecture both years. Student evaluation is a powerful technique that can result in positive changes leading toward course improvement.

Using a Competency-Based Program to Assess Interviewing Skills of Pediatric House Staff.

A program has been initiated to assess objectively the interviewing skills of pediatric house staff. Each entering house staff member interviews and is evaluated by a nonphysician mother who presents the medical history of her child. Remedial instruction is provided for all who do not perform in accordance with established minimum criteria. As a result of this competency-based program, all house staff members are now known to have attained at least a minimum level of competence in interviewing technique.

Using Group Contingencies with Punishment and Positive Reinforcement to Modify Aggressive Behaviors in a Head Start Classroom

An attempt was made to modify and decrease aggressive behaviors exhibited in a Head Start classroom. Treatment procedures designed to reduce classroom acts of aggression permitted analysis of whether group contingencies enhanced the effects of extrinsic reinforcement and punishment. The two main findings of the study were: (a) the modification procedures used led to a significant decline in the incidence of aggressive behaviors, and (b) grouping children who are striving for rewards contingent upon prosocial behavior was found to be a useful addition to other behavior modification techniques.

Sex Differences in Reading and Mathematics Achievement for Middle School Students

This paper reports a comparison between the performances of boys and girls on reading and mathematics objectives on a standardized achievement test, with each objective tested by a set of items. Differences in achievement between boys and girls from grades five through eight are discussed.

Accountability and Educational Reform: A Critical Analysis of Four Perspectives and Considerations for Enhancing Reform Efforts

Gregory Schraw, the special issue editor, invited us to review the four articles that appear in this special issue of Educational Psychologist. We discuss the articles in alphabetical order, describe their major arguments, analyze strengths and weaknesses from our perspective, and provide some considerations. The analysis section about each article allows us to bring our perspective to the article and to the broader accountability issues that surround it. Our review ends with a general considerations section that advances points that we think have good potential for moving this debate forward.