WorldCat Identities

Austin, James T.

Overview
Works: 27 works in 66 publications in 2 languages and 2,742 library holdings
Genres: Academic theses  Bibliographies  Case studies  Handbooks and manuals 
Roles: Author, Editor, Other, ed
Classifications: BF76.5, 150.72
Publication Timeline
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Most widely held works by James T Austin
The psychology research handbook : a guide for graduate students and research assistants by Frederick T. L Leong( )

32 editions published between 1996 and 2013 in 3 languages and held by 2,491 WorldCat member libraries worldwide

This research guide includes practical instructions for graduate students and research assistants on the process of research planning and design, data collection and analysis and the writing of results. It also features chapters co-written by advanced research students providing real-world examples
Culturally sensitive career assessment : a quandary by James T Austin( Book )

2 editions published in 1999 in English and held by 109 WorldCat member libraries worldwide

Multicultural perspectives on assessment challenge traditional perspectives by advancing an additional source of variation in test responses that is presumed to escape test developers and test users. Increasing and convergent evidence from multiple sources indicates the following types of ethnocentric errors in test development, administration, and interpretation: misdiagnosis, labeling, inappropriate treatment planning, and erroneous conclusions about intervention effectiveness. In 1995, Sedlacek and Kim described four common errors in career assessment. Focus on multicultural assessment issues has since increased; however, the main focus has been on assessments of abilities and psychopathology. Career assessment has traditionally concentrated on assessment of the individual and has emphasized measurement of abilities, personality traits, interests, and various career theory constructs (maturity, indecision, self-efficacy). Reviews should be conducted of the major instruments available for classifying individuals in terms of abilities, personality traits, and vocational interests to determine their fairness to individuals from different cultural backgrounds. Attention to multicultural assessment in the area of typical performance is still in its "infancy" relative to the area of maximal performance, which is in its "adolescence." Test developers could profit from considering and implementing the concept of Sensitivity Review Guidelines and Principles, which are available on the World Wide Web. (Contains 28 references.) (MN)
Technology and assessment by James T Austin( Book )

1 edition published in 2000 in English and held by 83 WorldCat member libraries worldwide

Applying statistical concepts : a workbook to accompany Applied statistics for the behavioral sciences by Dennis E Hinkle( Book )

2 editions published in 1988 in English and held by 21 WorldCat member libraries worldwide

Cynicism about organizational change : measurement, antecedents, and correlates by John P Wanous( Book )

4 editions published between 1995 and 2000 in English and held by 4 WorldCat member libraries worldwide

High-Stakes Testing Implications for Career and Technical Education. The Highlight Zone: Research @ Work by James T Austin( Book )

2 editions published in 2002 in English and held by 3 WorldCat member libraries worldwide

The topic of high-stakes testing (hst) is important because hst has direct and indirect effects on career-technical education (cte) programs and timely because hst increasingly enters public discussion and has produced a large body of research and practice that generalizes to cte. A review of hst has identified two persisting dilemmas: policy and public expectations of testing exceeding tests' technical capacities and tension between testing to increase fairness and testing to classify. Applicable strategies to provide validity for hst are reliability estimation of scores used to make decisions, expert judgements of item linkage to curricula, studies of the predictive power of hst scores, and studies of consequences. Two opposing perspectives on the accountability-testing theme are that use of hst for accountability is a positive application of data-driven management to education and that the consequences of hst are negative. Descriptions of hst systems in Kentucky, Texas, and Massachusetts indicate different ways to accomplish hst; use of advisory panels to represent stakeholders' viewpoints; and continuous change. Findings of an e-mail survey of state cte directors suggest ways to expand assessment modalities--computer delivery of assessments and authentic assessments or multimodal assessments that include high- and low-stakes components. Implications are that the cte community needs awareness of hst; tests should be used responsibly; and a useful database system should be developed. (Contains 76 references and a list of 8 Internet sites.) (Ylb)
Reporting research findings by James T Austin( )

in English and held by 3 WorldCat member libraries worldwide

Evaluating Credentialing Systems Implications for Career-Technical Educators by Robert A Mahlman( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

Career-technical educators face three issues in credentialing through assessment. First, the occupational credentialing domain is large and evolving, and a clear understanding of it is a prerequisite to considering adoption of a credential. Three types of credentialing are registration, certification, and licensure. Credentialing organizations are categorized by their mission (government regulatory board, trade association, vendor-specific, National Skills Standards Board). Oversight organizations are professional organizations that disseminate information and provide voluntary oversight by evaluating credentialing systems. Second, a set of clear, comprehensive standards is needed to define credential quality and credibility. Proposed evaluative criteria/standards to select assessment-credentialing are marketability, recognition, alignment to curriculum, quality of input standards, quality of assessments, and usability for career-technical education (CTE) setting. Third, CTE policymakers and educators need a rational, efficient process to evaluate credential systems and associated assessments against a set of standards. The following nine steps are the process: (1) define purposes and uses of occupational credentialing systems; (2) set evaluation criteria; (3) identify credentialing systems and evaluate preliminary link to programs; (4) conduct initial screening; (5) determine quality of input standards; (6) determine quality of credentialing assessments; (7) conduct final linkage to curriculum; (8) determine marketability and recognition; and (9) develop data collection procedures. (Contains a 53-item bibliography.) (YLB)
Report of the visiting committee of Harvard University, made to the overseers : january, 1849 by James T Austin( Book )

1 edition published in 1849 in English and held by 3 WorldCat member libraries worldwide

Standards-Setting Procedures in Accountability Research Impacts of Conceptual Frameworks and Mapping Procedures on Passing Rates by Lihshing Wang( Book )

1 edition published in 2003 in English and held by 3 WorldCat member libraries worldwide

Standard-setting research has yielded a rich array of more than 50 standard-setting procedures, but practitioners are likely to be confused about which to use. By synthesizing the accumulated research on standard setting and progress monitoring, this study developed a three-dimensional taxonomy for conceptualizing and operationalizing the various procedures: outcome versus growth assessment, theory-driven versus data-driven approach, and observed scale versus latent scale mapping. An empirical study is reported to illustrate how these various approaches can be implemented to meet the accountability challence in the No Child Left Behind era. Consistency analysis of 12 standard-setting procedures reveals vastly disparate pass/fail decisions among different procedures, even within the same conceptual framework or mapping operation. Particularly disturbing is the finding that the passing rate may jump from as low as 29% to as high as 79%, depending on whether the standard is mapped to the observed-score scale or the latent-score scale. Implications and future directions for policy makers, school officials, and psychometricians are discussed. (Contains 9 tables and 107 references.) (Author/SLD)
Technology and Assessment. In Brief Fast Facts for Policy and Practice No. 5 by James T Austin( Book )

1 edition published in 2000 in English and held by 2 WorldCat member libraries worldwide

The process of assessment in career and technical education (CTE) is changing significantly under the influence of forces such as emphasis on assessment for individual and program accountability; emphasis on the investigation of consequences of assessment; emergence of item response theory, which supports computer adaptive testing; and pressure for authentic assessment by critics of standardized testing. The use of technology for assessment is being increasingly stressed. Potential advantages of computerized assessment include rapid feedback, money savings, enhanced security, more curriculum time, and capability to track process-oriented variables. Potential disadvantages include costs of equipment, personnel, and training; increased marginalization of groups based on ethnic or socioeconomic status; and missed opportunities to implement authentic assessments. Examples of applications of technology to evaluation in CTE include test design, item creation, presentation, item scoring, and location (through use of the Internet). In moving toward computerized assessment, consequences should be considered in line with current evaluation and validation models. Especially for policy makers and administrators, implementation is an important aspect of computerized assessment. Technology can support the broad changes in assessment that are ongoing as a function of internal and external scrutiny, and both authentic as well as traditional assessment can benefit from technology. (Contains 24 references.) (KC)
REPORT OF THE ATTORNEY GENERAL TO THE LEGISLATURE OF MASSACHUSETTS : january 2, 1833 (classic ... reprint) by James T Austin( Book )

1 edition published in 2016 in English and held by 2 WorldCat member libraries worldwide

Mood and performance appraisal quality by Robert Franciscus Calderón( )

1 edition published in 1998 in English and held by 2 WorldCat member libraries worldwide

The effect of mood at both time of observing performance behaviors and time of recalling performance behaviors on performance appraisal quality was examined. It was hypothesized that raters in a negative mood would read both negative behaviors which are congruent to their mood as well as positive behaviors in an attempt to regain a desired positive mood. For raters in a positive mood, however, it was hypothesized that they would read only positive behaviors in an attempt to maintain their positive mood. This difference in total number of behaviors read, then, was hypothesized to affect how many behaviors could be recalled and therefore directly affect overall performance appraisal quality. Two hundred and seventy-nine (279) undergraduate students served as participants in the study. The participants were subjected to either a positive or negative mood manipulation at both time of reading and time of recalling performance behaviors. The purpose of the performance appraisal was also manipulated to include both administrative and developmental appraisal conditions for a total of eight experimental conditions. Results indicated that raters in a negative mood did not observe significantly more behaviors than raters in a positive mood. However, results suggest that the interaction of mood at both time of observing and time of recalling behaviors had some effect on the total number of behaviors recalled. Results suggest that neither halo error ii nor the accuracy of ratings was affected by mood. Lastly, results suggest that the purpose of the appraisal had no effect on performance appraisal quality. Overall, the direction of several of the results in the study offers some suggestions that mood at both time of observing and time of recalling behaviors may have some effect on performance appraisal quality. Further research is now needed which will take the findings and suggestions of this study into account so that the quality of performance appraisals within organizations can be improved
Austin, James T. The life of Elbridge Gerry : with contemporary letters to the close of the American Revolution( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

The life of Elbridge Gerry by James T Austin( Book )

2 editions published in 1970 in English and held by 2 WorldCat member libraries worldwide

Aging and decision making : empirical and applied perspectives by Thomas M Hess( Book )

1 edition published in 2015 in English and held by 2 WorldCat member libraries worldwide

Aging and Decision Making: Empirical and Applied Perspectives reviews theoretical, empirical, and applied perspectives relevant to understanding the impact of aging on decision making. It summarizes what we know, integrates findings across multiple perspectives, and sets a targeted agenda for future research, all in an effort to meet the needs of practitioners, researchers, and students interested in this important topic. The text explores the topic of aging and decision making by reviewing both basic and applied research conducted using a variety of state-of-the-art methods. With a prima
Culturally Sensitive Career Assessment: A Qu andary. Eric Digest No. 210 by James T Austin( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

Multicultural perspectives on assessment challenge traditional perspectives by advancing an additional source of variation in test responses that is presumed to escape test developers and test users. Increasing and convergent evidence from multiple sources indicates the following types of ethnocentric errors in test development, administration, and interpretation: misdiagnosis, labeling, inappropriate treatment planning, and erroneous conclusions about intervention effectiveness. In 1995, Sedlacek and Kim described four common errors in career assessment. Focus on multicultural assessment issues has since increased; however, the main focus has been on assessments of abilities and psychopathology. Career assessment has traditionally concentrated on assessment of the individual and has emphasized measurement of abilities, personality traits, interests, and various career theory constructs (maturity, indecision, self-efficacy). Reviews should be conducted of the major instruments available for classifying individuals in terms of abilities, personality traits, and vocational interests to determine their fairness to individuals from different cultural backgrounds. Attention to multicultural assessment in the area of typical performance is still in its "infancy" relative to the area of maximal performance, which is in its "adolescence." Test developers could profit from considering and implementing the concept of Sensitivity Review Guidelines and Principles, which are available on the World Wide Web. (Contains 28 references.) (Mn)
The Psychology Research Handbook: A Guide for Graduate Students and Research Assistants (Second Edition) by James T Austin( Book )

1 edition published in 2006 in English and held by 1 WorldCat member library worldwide

Cynicism about organizational change : its effects on motivation by John P Wanous( Book )

1 edition published in 1994 in English and held by 1 WorldCat member library worldwide

Understanding and managing cynicism about organizational change by John P Wanous( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

 
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