From missing data to informative GPA predictions: Navigating selection process beliefs with the partial identifiability approach.

The extent to which college admissions test scores can forecast college grade point average (GPA) is often evaluated in predictive validity studies using regression analyses. A problem in college admissions processes is that we observe test scores for all the applicants; however, we cannot observe the GPA of applicants who were not selected. The standard solution to tackle this problem has relied upon strong assumptions to identify the exact value of the regression function in the presence of missing data.

Temporally Dynamic, Cohort-Varying Value-Added Models.

We aim to estimate school value-added dynamically in time. Our principal motivation for doing so is to establish school effectiveness persistence while taking into account the temporal dependence that typically exists in school performance from one year to the next. We propose two methods of incorporating temporal dependence in value-added models.

The ephemeral nature of wording effects.

This article explores the analysis and interpretation of wording effects associated with using direct and reverse items in psychological assessment. Previous research using bifactor models has suggested a substantive nature of this effect. The present study uses mixture modeling to systematically examine an alternative hypothesis and surpass recognized limitations in the bifactor modeling approach.

Wording Effects in Assessment: Missing the Trees for the Forest.

This article examines wording effects when positive and negative worded items are included in psychological assessment. Wordings effects have been analyzed in the literature using statistical approaches based on population homogeneity assumptions (i.e.

Adaptation and psychometric characteristics of a scale to evaluate ageist stereotypes.

Objectives: Negative ageism impacts on the well-being of older persons; therefore, its identification is important to generate interventions that allow its decrease. CENVE is a widely used instrument to evaluate stereotypes towards old age in Spanish. However, its factor structure in older population and its invariance between those over and under 60 years old have not been confirmed.

Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom: An Observational Study.

This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students' self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined whether the instructional practices targeting self-regulation that occur throughout these segments can be accounted for based on two overall dimensions of teacher practices, namely one of promotion of metacognition and one of promotion of motivation.