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Showing 1 to 15 of 53 results Save | Export
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Stone, Clement A.; Yeh, Chien-Chi – Educational and Psychological Measurement, 2006
Examination of a test's internal structure can be used to identify what domains or dimensions are being measured, identify relationships between the dimensions, provide evidence for hypothesized multidimensionality and test score interpretations, and identify construct-irrelevant variance. The purpose of this research is to provide a…
Descriptors: Multiple Choice Tests, Factor Structure, Factor Analysis, Licensing Examinations (Professions)
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Hurtz, Gregory M.; Auerbach, Meredith A. – Educational and Psychological Measurement, 2003
Conducted a meta analysis of studies of procedural modifications of the Angoff method of setting cutoff scores. Findings for 38 studies (113 judges) show that common modifications have produced systematic effects on cutoff scores and the degree of consensus among judges. (SLD)
Descriptors: Cutting Scores, Judges, Meta Analysis, Standard Setting
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Watkins, Marley W.; Greenawalt, Chris G.; Marcel, Catherine M. – Educational and Psychological Measurement, 2002
Applied factor analysis to the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) scores for 505 gifted students, to evaluate the construct validity of the WISC-III with this population. Results are consistent with the hypothesis that subtests that emphasize speed of reading are not valid for gifted children and suggest that an…
Descriptors: Construct Validity, Elementary Education, Elementary School Students, Factor Analysis
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Reynolds, Cecil R. – Educational and Psychological Measurement, 1998
Adolescents (n=99) with learning disabilities were administered the Test of Memory and Learning (TOMAL) (C. Reynolds and E. Bigler, 1994), and Cronbach's alpha was calculated based on their responses. Alpha values were also computed for a control group. TOMAL performance of adolescents with learning disabilities tends to be as reliable as…
Descriptors: Adolescents, Learning, Learning Disabilities, Memory
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Morse, David T. – Educational and Psychological Measurement, 1998
The relative difficulty of seven test wiseness skills was studied with 243 undergraduates, who completed a measure of such skills. The use of specific determiners as a cue was significantly more challenging than eliminating irrelevant alternatives, selecting the alternative with the most information, or using grammar cues. (SLD)
Descriptors: Difficulty Level, Higher Education, Skill Analysis, Test Wiseness
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Brennan, Robert L.; Lee, Won-Chan – Educational and Psychological Measurement, 1999
Develops two procedures for estimating individual-level conditional standard errors of measurement for scale scores, assuming tests of dichotomously scored items. Compares the two procedures to a polynomial procedure and a procedure developed by L. Feldt and A. Qualls (1998) using data from the Iowa Tests of Basic Skills. Contains 22 references.…
Descriptors: Error of Measurement, Estimation (Mathematics), Scaling, Scores
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Gasser, Michael B.; Tan, Rowena N. – Educational and Psychological Measurement, 1999
Developed a scale of cultural tolerance, examined the latent structure of the scale, and determined its relationship to other relevant constructs. Results with samples of 262, 165, and 86 college students suggest a two-dimensional structure of items assessing affect and belief and items assessing intention to behave. Contains 41 references. (SLD)
Descriptors: Affective Behavior, Beliefs, College Students, Cultural Awareness
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Kraimer, Maria L.; Seibert, Scott E.; Liden, Robert C. – Educational and Psychological Measurement, 1999
Examined the construct validity of scores on the Psychological Empowerment Scale of G. Spreitzer (1995). Confirmatory factor analysis of data from 160 nurses supported Spreitzer's four empowerment dimensions, and these findings were cross-validated with a subset from the same sample. Results also support the predictive validity of the scale.…
Descriptors: Construct Validity, Empowerment, Nurses, Predictive Validity
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Viswesvaran, Chockalingam; Ones, Deniz S. – Educational and Psychological Measurement, 1999
Examined whether individuals could fake their responses to a personality inventory if instructed to do so. Across 51 studies, fakeability did not vary by personality dimension. All the "Big Five" factors were equally fakeable, but faking produced the largest distortions in social desirability scales. Contains 75 references. (SLD)
Descriptors: Adults, Estimation (Mathematics), Meta Analysis, Personality Assessment
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Kirk, Roger E. – Educational and Psychological Measurement, 1996
Practical significance is concerned with whether a research result is useful in the real world. The use of procedures to supplement the null hypothesis significance test in four journals of the American Psychological Association is examined, and an approach to assessing practical significance is presented. (SLD)
Descriptors: Educational Research, Hypothesis Testing, Research Utilization, Sampling
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Smith, Richard M. – Educational and Psychological Measurement, 1996
The separate calibration t-test approach of B. Wright and M. Stone (1979) and the common calibration between-fit approach of B. Wright, R. Mead, and R. Draba (1976) appeared to have similar Type I error rates and similar power to detect item bias within a Rasch framework. (SLD)
Descriptors: Comparative Analysis, Goodness of Fit, Item Bias, Item Response Theory
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Dwight, Stephen A.; Feigelson, Melissa E. – Educational and Psychological Measurement, 2000
Conducted a meta-analysis to determine the extent to which the computer administration of a measure influences socially desirable responding. Discusses implications of the findings about impression management in terms of how they contribute to the explication of the construct of social desirability and cross-mode equivalence. (Author/SLD)
Descriptors: Computer Assisted Testing, Meta Analysis, Social Desirability
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Vispoel, Walter P. – Educational and Psychological Measurement, 2000
Compared results from computerized vocabulary tests under conditions in which item review was permitted or not permitted. Results from 177 college students reveal that performance gains after review were greater for examinees of high ability, and that review was desired more by examinees with higher test anxiety. The major drawback to review was…
Descriptors: Ability, College Students, Computer Assisted Testing, Higher Education
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Schmidt, Amy Elizabeth – Educational and Psychological Measurement, 2000
Conducted a validity study to examine the degree to which scores on the newly developed Diagnostic Readiness Test (DRT) and National League for Nursing Pre-Admission Test scores could predict success or failure on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Results for 5,698 students indicate that the DRT is a…
Descriptors: Licensing Examinations (Professions), Nurses, Prediction, Readiness
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Viswesvaran, Chockalingam; Ones, Deniz S. – Educational and Psychological Measurement, 2000
Used meta-analysis to cumulate reliabilities of personality scale scores, using 848 coefficients of stability and 1,359 internal consistency reliabilities across the Big Five factors of personality. The dimension of personality being measured does not appear to moderate strongly either internal consistency or the test-retest reliabilities.…
Descriptors: Error of Measurement, Meta Analysis, Personality Assessment, Personality Traits
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