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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

Showing 121 to 135 of 3,486 results
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Kim, Eun Sook; Yoon, Myeongsun; Lee, Taehun – Educational and Psychological Measurement, 2012
Multiple-indicators multiple-causes (MIMIC) modeling is often used to test a latent group mean difference while assuming the equivalence of factor loadings and intercepts over groups. However, this study demonstrated that MIMIC was insensitive to the presence of factor loading noninvariance, which implies that factor loading invariance should be…
Descriptors: Test Items, Simulation, Testing, Statistical Analysis
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Xu, Ting; Stone, Clement A. – Educational and Psychological Measurement, 2012
It has been argued that item response theory trait estimates should be used in analyses rather than number right (NR) or summated scale (SS) scores. Thissen and Orlando postulated that IRT scaling tends to produce trait estimates that are linearly related to the underlying trait being measured. Therefore, IRT trait estimates can be more useful…
Descriptors: Educational Research, Monte Carlo Methods, Measures (Individuals), Item Response Theory
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Tay, Louis; Drasgow, Fritz – Educational and Psychological Measurement, 2012
Two Monte Carlo simulation studies investigated the effectiveness of the mean adjusted X[superscript 2]/df statistic proposed by Drasgow and colleagues and, because of problems with the method, a new approach for assessing the goodness of fit of an item response theory model was developed. It has been previously recommended that mean adjusted…
Descriptors: Test Length, Monte Carlo Methods, Goodness of Fit, Item Response Theory
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Jiao, Hong; Liu, Junhui; Haynie, Kathleen; Woo, Ada; Gorham, Jerry – Educational and Psychological Measurement, 2012
This study explored the impact of partial credit scoring of one type of innovative items (multiple-response items) in a computerized adaptive version of a large-scale licensure pretest and operational test settings. The impacts of partial credit scoring on the estimation of the ability parameters and classification decisions in operational test…
Descriptors: Test Items, Computer Assisted Testing, Measures (Individuals), Scoring
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Adams, Raymond J.; Wu, Margaret L.; Wilson, Mark – Educational and Psychological Measurement, 2012
The Rasch rating (or partial credit) model is a widely applied item response model that is used to model ordinal observed variables that are assumed to collectively reflect a common latent variable. In the application of the model there is considerable controversy surrounding the assessment of fit. This controversy is most notable when the set of…
Descriptors: Item Response Theory, Models, Computation, Classification
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Wakita, Takafumi; Ueshima, Natsumi; Noguchi, Hiroyuki – Educational and Psychological Measurement, 2012
This study examined whether the number of options in the Likert scale influences the psychological distance between categories. The most important assumption when using the Likert scale is that the psychological distance between options is equal. The authors proposed a new algorithm for calculating the scale values of options by applying item…
Descriptors: Likert Scales, Test Items, Personality Measures, Item Response Theory
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Meijer, Rob R.; Egberink, Iris J. L. – Educational and Psychological Measurement, 2012
In recent studies, different methods were proposed to investigate invariant item ordering (IIO), but practical IIO research is an unexploited field in questionnaire construction and evaluation. In the present study, the authors explored the usefulness of different IIO methods to analyze personality scales and clinical scales. From the authors'…
Descriptors: Test Items, Personality Measures, Questionnaires, Item Response Theory
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Kim, Jiseon; Chung, Hyewon; Dodd, Barbara G.; Park, Ryoungsun – Educational and Psychological Measurement, 2012
This study compared various panel designs of the multistage test (MST) using mixed-format tests in the context of classification testing. Simulations varied the design of the first-stage module. The first stage was constructed according to three levels of test information functions (TIFs) with three different TIF centers. Additional computerized…
Descriptors: Test Format, Comparative Analysis, Computer Assisted Testing, Adaptive Testing
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Babcock, Ben; Albano, Anthony; Raymond, Mark – Educational and Psychological Measurement, 2012
The authors introduced nominal weights mean equating, a simplified version of Tucker equating, as an alternative for dealing with very small samples. The authors then conducted three simulation studies to compare nominal weights mean equating to six other equating methods under the nonequivalent groups anchor test design with sample sizes of 20,…
Descriptors: Equated Scores, Methods, Sample Size, Simulation
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Moyer, Eric L.; Galindo, Jennifer L.; Dodd, Barbara G. – Educational and Psychological Measurement, 2012
Managing test specifications--both multiple nonstatistical constraints and flexibly defined constraints--has become an important part of designing item selection procedures for computerized adaptive tests (CATs) in achievement testing. This study compared the effectiveness of three procedures: constrained CAT, flexible modified constrained CAT,…
Descriptors: Adaptive Testing, Computer Assisted Testing, Test Items, Item Analysis
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Hartig, Johannes; Frey, Andreas; Nold, Gunter; Klieme, Eckhard – Educational and Psychological Measurement, 2012
The article compares three different methods to estimate effects of task characteristics and to use these estimates for model-based proficiency scaling: prediction of item difficulties from the Rasch model, the linear logistic test model (LLTM), and an LLTM including random item effects (LLTM+e). The methods are applied to empirical data from a…
Descriptors: Item Response Theory, Models, Methods, Computation
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Wang, Wen-Chung; Shih, Ching-Lin; Sun, Guo-Wei – Educational and Psychological Measurement, 2012
The DIF-free-then-DIF (DFTD) strategy consists of two steps: (a) select a set of items that are the most likely to be DIF-free and (b) assess the other items for DIF (differential item functioning) using the designated items as anchors. The rank-based method together with the computer software IRTLRDIF can select a set of DIF-free polytomous items…
Descriptors: Test Bias, Test Items, Item Response Theory, Evaluation Methods
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Prati, Gabriele – Educational and Psychological Measurement, 2012
The study aimed to develop the Homophobic Bullying Scale and to investigate its psychometric properties. The items of the Homophobic Bullying Scale were created to measure high school students' bullying behaviors motivated by homophobia, including verbal bullying, relational bullying, physical bullying, property bullying, sexual harassment, and…
Descriptors: Factor Analysis, Validity, Measures (Individuals), Bullying
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Padilla, Miguel A.; Veprinsky, Anna – Educational and Psychological Measurement, 2012
Issues with correlation attenuation due to measurement error are well documented. More than a century ago, Spearman proposed a correction for attenuation. However, this correction has seen very little use since it can potentially inflate the true correlation beyond one. In addition, very little confidence interval (CI) research has been done for…
Descriptors: Correlation, Error of Measurement, Sampling, Statistical Inference
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Zhu, Xiaowen; Stone, Clement A. – Educational and Psychological Measurement, 2012
This study examined the relative effectiveness of Bayesian model comparison methods in selecting an appropriate graded response (GR) model for performance assessment applications. Three popular methods were considered: deviance information criterion (DIC), conditional predictive ordinate (CPO), and posterior predictive model checking (PPMC). Using…
Descriptors: Bayesian Statistics, Item Response Theory, Comparative Analysis, Models
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