NotesFAQContact Us
Search Tips
Educational and Psychological…41
Laws, Policies, & Programs
No Child Left Behind Act 20011
What Works Clearinghouse Rating
Showing 1 to 15 of 41 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Peng, Luyao; Sinharay, Sandip – Educational and Psychological Measurement, 2022
Wollack et al. (2015) suggested the erasure detection index (EDI) for detecting fraudulent erasures for individual examinees. Wollack and Eckerly (2017) and Sinharay (2018) extended the index of Wollack et al. (2015) to suggest three EDIs for detecting fraudulent erasures at the aggregate or group level. This article follows up on the research of…
Descriptors: Cheating, Identification, Statistical Analysis, Testing
Peer reviewed Peer reviewed
Direct linkDirect link
Calatrava, Maria; de Irala, Jokin; Osorio, Alfonso; Benítez, Edgar; Lopez-del Burgo, Cristina – Educational and Psychological Measurement, 2022
Anonymous questionnaires are frequently used in research with adolescents in order to obtain sincere answers about sensitive topics. Most longitudinal studies include self-generated identification codes (SGICs) to match information. Typical elements include a combination of letters and digits from personal data. However, these data may make the…
Descriptors: Privacy, Questionnaires, Coding, Adolescents
Peer reviewed Peer reviewed
Direct linkDirect link
Soland, James – Educational and Psychological Measurement, 2022
Considerable thought is often put into designing randomized control trials (RCTs). From power analyses and complex sampling designs implemented preintervention to nuanced quasi-experimental models used to estimate treatment effects postintervention, RCT design can be quite complicated. Yet when psychological constructs measured using survey scales…
Descriptors: Item Response Theory, Surveys, Scoring, Randomized Controlled Trials
Peer reviewed Peer reviewed
Direct linkDirect link
Agley, Jon; Tidd, David; Jun, Mikyoung; Eldridge, Lori; Xiao, Yunyu; Sussman, Steve; Jayawardene, Wasantha; Agley, Daniel; Gassman, Ruth; Dickinson, Stephanie L. – Educational and Psychological Measurement, 2021
Prospective longitudinal data collection is an important way for researchers and evaluators to assess change. In school-based settings, for low-risk and/or likely-beneficial interventions or surveys, data quality and ethical standards are both arguably stronger when using a waiver of parental consent--but doing so often requires the use of…
Descriptors: Data Analysis, Longitudinal Studies, Data Collection, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
McGrath, Kathleen V.; Leighton, Elizabeth A.; Ene, Mihaela; DiStefano, Christine; Monrad, Diane M. – Educational and Psychological Measurement, 2020
Survey research frequently involves the collection of data from multiple informants. Results, however, are usually analyzed by informant group, potentially ignoring important relationships across groups. When the same construct(s) are measured, integrative data analysis (IDA) allows pooling of data from multiple sources into one data set to…
Descriptors: Educational Environment, Meta Analysis, Student Attitudes, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Marland, Joshua; Harrick, Matthew; Sireci, Stephen G. – Educational and Psychological Measurement, 2020
Student assessment nonparticipation (or opt out) has increased substantially in K-12 schools in states across the country. This increase in opt out has the potential to impact achievement and growth (or value-added) measures used for educator and institutional accountability. In this simulation study, we investigated the extent to which…
Descriptors: Value Added Models, Teacher Effectiveness, Teacher Evaluation, Elementary Secondary Education
Aytürk, Ezgi; Cham, Heining; Jennings, Patricia A.; Brown, Joshua L. – Educational and Psychological Measurement, 2020
Methods to handle ordered-categorical indicators in latent variable interactions have been developed, yet they have not been widely applied. This article compares the performance of two popular latent variable interaction modeling approaches in handling ordered-categorical indicators: unconstrained product indicator (UPI) and latent moderated…
Descriptors: Evaluation Methods, Grade 3, Grade 4, Grade 5
Biancarosa, Gina; Kennedy, Patrick C.; Carlson, Sarah E.; Yoon, HyeonJin; Seipel, Ben; Liu, Bowen; Davison, Mark L. – Educational and Psychological Measurement, 2019
Prior research suggests that subscores from a single achievement test seldom add value over a single total score. Such scores typically correspond to subcontent areas in the total content domain, but content subdomains might not provide a sound basis for subscores. Using scores on an inferential reading comprehension test from 625 third, fourth,…
Descriptors: Scores, Scoring, Achievement Tests, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Cao, Chunhua; Kim, Eun Sook; Chen, Yi-Hsin; Ferron, John; Stark, Stephen – Educational and Psychological Measurement, 2019
In multilevel multiple-indicator multiple-cause (MIMIC) models, covariates can interact at the within level, at the between level, or across levels. This study examines the performance of multilevel MIMIC models in estimating and detecting the interaction effect of two covariates through a simulation and provides an empirical demonstration of…
Descriptors: Hierarchical Linear Modeling, Structural Equation Models, Computation, Identification
Peer reviewed Peer reviewed
Direct linkDirect link
Walters, Glenn D.; Espelage, Dorothy L. – Educational and Psychological Measurement, 2019
The purpose of this study was to investigate the latent structure type (categorical vs. dimensional) of bullying perpetration in a large sample of middle school students. A nine-item bullying scale was administered to 1,222 (625 boys, 597 girls) early adolescents enrolled in middle schools in a Midwestern state. Based on the results of a principal…
Descriptors: Early Adolescents, Bullying, Middle School Students, Scores
Peer reviewed Peer reviewed
Direct linkDirect link
Fu, Yuanshu; Wen, Zhonglin; Wang, Yang – Educational and Psychological Measurement, 2018
The maximal reliability of a congeneric measure is achieved by weighting item scores to form the optimal linear combination as the total score; it is never lower than the composite reliability of the measure when measurement errors are uncorrelated. The statistical method that renders maximal reliability would also lead to maximal criterion…
Descriptors: Test Reliability, Test Validity, Comparative Analysis, Attitude Measures
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Eun Sook; Wang, Yan; Kiefer, Sarah M. – Educational and Psychological Measurement, 2018
Studies comparing groups that are at different levels of multilevel data (namely, cross-level groups) using the same measure are not unusual such as student and teacher agreement in education or congruence between patient and physician perceptions in health research. Although establishing measurement invariance (MI) between these groups is…
Descriptors: Measurement, Grouping (Instructional Purposes), Comparative Analysis, Factor Analysis
Lockwood, J. R.; Castellano, Katherine E. – Educational and Psychological Measurement, 2017
Student Growth Percentiles (SGPs) increasingly are being used in the United States for inferences about student achievement growth and educator effectiveness. Emerging research has indicated that SGPs estimated from observed test scores have large measurement errors. As such, little is known about "true" SGPs, which are defined in terms…
Descriptors: Item Response Theory, Correlation, Student Characteristics, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Konstantopoulos, Spyros; Li, Wei; Miller, Shazia R.; van der Ploeg, Arie – Educational and Psychological Measurement, 2016
We use data from a large-scale experiment conducted in Indiana in 2009-2010 to examine the impact of two interim assessment programs (mCLASS and Acuity) across the mathematics and reading achievement distributions. Specifically, we focus on whether the use of interim assessments has a particularly strong effect on improving outcomes for low…
Descriptors: Educational Assessment, Mathematics Achievement, Reading Achievement, Regression (Statistics)
Peer reviewed Peer reviewed
Direct linkDirect link
Huang, Francis L.; Cornell, Dewey G. – Educational and Psychological Measurement, 2016
Bullying among youth is recognized as a serious student problem, especially in middle school. The most common approach to measuring bullying is through student self-report surveys that ask questions about different types of bullying victimization. Although prior studies have shown that question-order effects may influence participant responses, no…
Descriptors: Victims of Crime, Bullying, Middle School Students, Measures (Individuals)
Previous Page | Next Page »
Pages: 1  |  2  |  3