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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

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Researchers1
Showing 1 to 15 of 356 results
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Kopf, Julia; Zeileis, Achim; Strobl, Carolin – Educational and Psychological Measurement, 2015
Differential item functioning (DIF) indicates the violation of the invariance assumption, for instance, in models based on item response theory (IRT). For item-wise DIF analysis using IRT, a common metric for the item parameters of the groups that are to be compared (e.g., for the reference and the focal group) is necessary. In the Rasch model,…
Descriptors: Test Items, Equated Scores, Test Bias, Item Response Theory
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Choi, In-Hee; Wilson, Mark – Educational and Psychological Measurement, 2015
An essential feature of the linear logistic test model (LLTM) is that item difficulties are explained using item design properties. By taking advantage of this explanatory aspect of the LLTM, in a mixture extension of the LLTM, the meaning of latent classes is specified by how item properties affect item difficulties within each class. To improve…
Descriptors: Classification, Test Items, Difficulty Level, Statistical Analysis
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Moses, Tim – Educational and Psychological Measurement, 2014
In this study, smoothing and scaling approaches are compared for estimating subscore-to-composite scaling results involving composites computed as rounded and weighted combinations of subscores. The considered smoothing and scaling approaches included those based on raw data, on smoothing the bivariate distribution of the subscores, on smoothing…
Descriptors: Weighted Scores, Scaling, Data Analysis, Comparative Analysis
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Liu, Min; Hancock, Gregory R. – Educational and Psychological Measurement, 2014
Growth mixture modeling has gained much attention in applied and methodological social science research recently, but the selection of the number of latent classes for such models remains a challenging issue, especially when the assumption of proper model specification is violated. The current simulation study compared the performance of a linear…
Descriptors: Models, Classification, Simulation, Comparative Analysis
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Paek, Insu; Park, Hyun-Jeong; Cai, Li; Chi, Eunlim – Educational and Psychological Measurement, 2014
Typically a longitudinal growth modeling based on item response theory (IRT) requires repeated measures data from a single group with the same test design. If operational or item exposure problems are present, the same test may not be employed to collect data for longitudinal analyses and tests at multiple time points are constructed with unique…
Descriptors: Item Response Theory, Comparative Analysis, Test Items, Equated Scores
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He, Wei; Diao, Qi; Hauser, Carl – Educational and Psychological Measurement, 2014
This study compared four item-selection procedures developed for use with severely constrained computerized adaptive tests (CATs). Severely constrained CATs refer to those adaptive tests that seek to meet a complex set of constraints that are often not conclusive to each other (i.e., an item may contribute to the satisfaction of several…
Descriptors: Comparative Analysis, Test Items, Selection, Computer Assisted Testing
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Patton, Jeffrey M.; Cheng, Ying; Yuan, Ke-Hai; Diao, Qi – Educational and Psychological Measurement, 2014
When item parameter estimates are used to estimate the ability parameter in item response models, the standard error (SE) of the ability estimate must be corrected to reflect the error carried over from item calibration. For maximum likelihood (ML) ability estimates, a corrected asymptotic SE is available, but it requires a long test and the…
Descriptors: Sampling, Statistical Inference, Maximum Likelihood Statistics, Computation
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Monroe, Scott; Cai, Li – Educational and Psychological Measurement, 2014
In Ramsay curve item response theory (RC-IRT) modeling, the shape of the latent trait distribution is estimated simultaneously with the item parameters. In its original implementation, RC-IRT is estimated via Bock and Aitkin's EM algorithm, which yields maximum marginal likelihood estimates. This method, however, does not produce the…
Descriptors: Item Response Theory, Models, Computation, Mathematics
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Jin, Ying; Myers, Nicholas D.; Ahn, Soyeon – Educational and Psychological Measurement, 2014
Previous research has demonstrated that differential item functioning (DIF) methods that do not account for multilevel data structure could result in too frequent rejection of the null hypothesis (i.e., no DIF) when the intraclass correlation coefficient (?) of the studied item was the same as the ? of the total score. The current study extended…
Descriptors: Test Bias, Correlation, Scores, Comparative Analysis
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Sliter, Katherine A.; Zickar, Michael J. – Educational and Psychological Measurement, 2014
This study compared the functioning of positively and negatively worded personality items using item response theory. In Study 1, word pairs from the Goldberg Adjective Checklist were analyzed using the Graded Response Model. Across subscales, negatively worded items produced comparatively higher difficulty and lower discrimination parameters than…
Descriptors: Item Response Theory, Psychometrics, Personality Measures, Test Items
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Paek, Insu; Cai, Li – Educational and Psychological Measurement, 2014
The present study was motivated by the recognition that standard errors (SEs) of item response theory (IRT) model parameters are often of immediate interest to practitioners and that there is currently a lack of comparative research on different SE (or error variance-covariance matrix) estimation procedures. The present study investigated item…
Descriptors: Item Response Theory, Comparative Analysis, Error of Measurement, Computation
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Hidalgo, Mª Dolores; Gómez-Benito, Juana; Zumbo, Bruno D. – Educational and Psychological Measurement, 2014
The authors analyze the effectiveness of the R[superscript 2] and delta log odds ratio effect size measures when using logistic regression analysis to detect differential item functioning (DIF) in dichotomous items. A simulation study was carried out, and the Type I error rate and power estimates under conditions in which only statistical testing…
Descriptors: Regression (Statistics), Test Bias, Effect Size, Test Items
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Paulhus, Delroy L.; Dubois, Patrick J. – Educational and Psychological Measurement, 2014
The overclaiming technique is a novel assessment procedure that uses signal detection analysis to generate indices of knowledge accuracy (OC-accuracy) and self-enhancement (OC-bias). The technique has previously shown robustness over varied knowledge domains as well as low reactivity across administration contexts. Here we compared the OC-accuracy…
Descriptors: Educational Assessment, Knowledge Level, Accuracy, Cognitive Ability
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Kersting, Nicole B.; Sherin, Bruce L.; Stigler, James W. – Educational and Psychological Measurement, 2014
In this study, we explored the potential for machine scoring of short written responses to the Classroom-Video-Analysis (CVA) assessment, which is designed to measure teachers' usable mathematics teaching knowledge. We created naïve Bayes classifiers for CVA scales assessing three different topic areas and compared computer-generated scores…
Descriptors: Scoring, Automation, Video Technology, Teacher Evaluation
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Liu, Yang; Maydeu-Olivares, Alberto – Educational and Psychological Measurement, 2013
Local dependence (LD) for binary IRT models can be diagnosed using Chen and Thissen's bivariate X[superscript 2] statistic and the score test statistics proposed by Glas and Suarez-Falcon, and Liu and Thissen. Alternatively, LD can be assessed using general purpose statistics such as bivariate residuals or Maydeu-Olivares and Joe's M[subscript r]…
Descriptors: Item Response Theory, Statistical Analysis, Models, Goodness of Fit
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