Erhan Delen

Undergraduates' Facebook use: evidence-based practice to implement social media in education

Researchers have identified students’ perceptions of Facebook as an educational tool; however, researchers have only begun to scratch the surface in how to use Facebook as an educational tool. The purpose of this study is to understand how to use Facebook as an educational tool based on college students’ current Facebook usage. A total of 200 undergraduates responded to an online questionnaire. This study shows undergraduates are willing to use Facebook in their coursework. However, students dislike the idea of blending their social and academic lives on Facebook. This study offers suggestions on how educators can integrate Facebook features into their course, to minimise students’ concerns. Furthermore, the study discusses how using Facebook as an educational tool reinforces 21st century skills and how educators can evaluate Facebook components using quality matters standards.

Test Review: Shipley-2 Manual

ion scales are provided as AutoScore forms, so the responses marked on the outside of the form are transferred to the Scoring Worksheet by the carbon paper. The Block Patterns scale is provided as a form that is scored with an Answer Key. The examinee earns 1 point for each correct answer and 0 points for each incorrect answer or the items left blank. Raw scores for each scale are transferred to the Profile Sheet and then converted to standard scores (M = 100, SD = 15), percentiles, age-equivalents, and confidence intervals as well as a composite score, which reflects overall cognitive ability, and the Impairment Index, which represents the discrepancy between vocabulary and abstract thinking. Test Materials and Stimuli The Shipley-2 kit includes an examiner’s manual, Vocabulary Autoscore form, Abstraction Autoscore form, and Block Pattern form. A two-sided Profile Sheet for Composite A and B is attached to the Vocabulary AutoScore form as its first page. The well-organized manual provides test users with a full understanding of administration, scoring, and interpretation procedures supported by examples and case studies from various settings. The manual also offers detailed interpretive guidance on the issues of response validity, differential cognitive functioning, item analysis, and retesting over time. It also includes multiple strategies to use and interpret the Shipley-2 depending on the referral, setting, and user’s needs. Computerized administration and scoring is also available.

Test Review: Comprehensive Test of Nonverbal Intelligence—Second Edition (CTONI-2)

The Comprehensive Test of Nonverbal Intelligence—Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) is a nonverbal intelligence test created to assess reasoning and problem solving of children and adults. The goal of the CTONI-2 is to minimize the influence of language ability on intelligence test scores. Oral or pantomime instructions can be used during test administration, depending on whether the examiner wants to reduce or eliminate the use of language. The authors used ideas drawn from other nonverbal intelligence tests to develop the CTONI-2, and the test does not focus on any one theory of intelligence. The CTONI-2 is an appropriate test for individuals whose scores on other intelligence tests might be influenced by language or motor skills. The test purports to measure three cognitive abilities: analogical thinking, categorical formulation, and sequential reasoning. Each of these abilities is assessed with pictorial objects and geometric designs; thus, the CTONI-2 is made up of six subtests. Subtests can be individually administered to individuals without visual impairments in the age group between 6 and 89 years and 11 months. Examinee responses are recorded by the administrator as the examinee points to the correct answer of each item. The CTONI-2 produces three composite scores: a pictorial scale, geometric scale, and full scale. The pictorial scale composite score is the summation of the three subtests using pictorial objects, whereas the geometric scale composite score is the total of the three subtests using geometric objects. The full-scale composite score combines all six subtest scores. The authors suggest that the full-scale composite score is the best estimate of Spearman’s (1923) global factor g because the score considers all three cognitive abilities in both contexts. Examinees typically complete the untimed test within 40 to 60 min.

Test Review: Abikoff, H., & Gallagher, R. (2009). "Children's Organizational Skills Scales." North Tonawanda, NY: Multi-Health Systems

The Children’s Organizational Skills Scales (COSS; Abikoff, & Gallagher, 2009) were designed to assess how children organize their time, materials, and actions to accomplish important tasks at home and school. The scale quantifies children’s skills in organization, time management, and planning (OTMP). The COSS is a multi-informant assessment based on responses from parents, teachers, and self-report. Literature has shown that a deficit in OTMP skills hinder the productivity and academic achievement of children, particularly children diagnosed with ADHD. Children with and without ADHD may exhibit OTMP deficiencies which can negatively affect classroom preparedness and recall of school assignments. The test authors acknowledge that previously developed instruments were not sensitive enough to identify OTMP deficits that would lead to appropriate treatments (Abikoff & Gallagher, 2008; Abikoff et al., 2009). The COSS can be used with children ages 8 to 13 who may have problems organizing themselves to meet task demands at home or school. Although formal training is not required to administer or score the scale, professional training is required for interpretation. The scale allows for both individual and group administration and can be taken using a paper-pencil or online format in approximately 20 min. Test results may be used in conjunction with qualitative observations to determine level of OTMP skill.

Psychometric properties of the Internet Addiction Test in Turkish

Background and aims In this study, the Internet Addiction Test (IAT) was adapted to Turkish language, which was originally developed by Young (1998) in English to measure the presence and severity of the Internet dependency. The main purpose was to ensure that the psychometric features and the factor structure of the test were suitable for Turkish university students. Method The study was conducted in two sequent phases. Participants were 990 undergraduate students from several public universities in Turkey. Results In the first phase, an exploratory factor analysis (EFA) was applied to figure out the factor structure of the Turkish version of the IAT. The EFA revealed four factors, which explained 46.02% of the total variance. In the following phase, a confirmatory factor analysis (CFA) was conducted with a different sample, to verify the factor structure that was found in the initial EFA. The CFA resulted four-factor model was satisfactory for the Turkish version of the IAT. These four factors were named as Mood, Relationship, Responsibilities, and Duration. Conclusions Based on the findings, the administration of Turkish version of the IAT provided acceptable results on undergraduate students.