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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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Cooper-Hakim, Amy; Viswesvaran, Chockalingam – Educational and Psychological Measurement, 2002
Using meta analysis, examined the predictive validity of scores on the MacAndrew Alcoholism Scale (C. MacAndrew, 1965). Compared results for 161 studies with results for 63 studies using cut scores. Discusses why the use of continuous measures rather than cut scores is recommended. (SLD)
Descriptors: Alcoholism, Cutting Scores, Meta Analysis, Predictive Validity
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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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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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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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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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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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Engelhard, George, Jr. – Educational and Psychological Measurement, 1992
A historical perspective is provided of the concept of invariance in measurement theory, describing sample-invariant item calibration and item-invariant measurement of individuals. Invariance as a key measurement concept is illustrated through the measurement theories of E. L. Thorndike, L. L. Thurstone, and G. Rasch. (SLD)
Descriptors: Behavioral Sciences, Educational History, Measurement Techniques, Psychometrics
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Wallbrown, Fred H.; Jones, James A. – Educational and Psychological Measurement, 1992
A hierarchical factor analysis of the intercorrelations among the Revised California Psychological Inventory (CPI-R) folk scales shows a strong general profile elevation factor for both men and women, which is noteworthy because it provides an empirical basis for interpreting the CPI-R as a measure of personal adjustment. (SLD)
Descriptors: Adjustment (to Environment), Correlation, Factor Analysis, Factor Structure
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Trevisan, Michael S.; And Others – Educational and Psychological Measurement, 1991
The reliability and validity of multiple-choice tests were computed as a function of the number of options per item and student ability for 435 parochial high school juniors, who were administered the Washington Pre-College Test Battery. Results suggest the efficacy of the three-option item. (SLD)
Descriptors: Ability, Comparative Testing, Distractors (Tests), Grade Point Average
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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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Smith, Richard M. – Educational and Psychological Measurement, 1991
This study reports results of an investigation based on simulated data of the distributional properties of the item fit statistics that are commonly used in the Rasch model calibration programs as indices of the fit of responses to individual items to the measurement model. (SLD)
Descriptors: Computer Simulation, Equations (Mathematics), Goodness of Fit, Item Response Theory
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Steiner, Dirk D.; And Others – Educational and Psychological Measurement, 1991
The use of meta-analysis to resolve issues in the fields of organizational behavior and human resources management was reviewed by coding 35 studies on 21 methodological variables. Results illustrate the tremendous variability in how researchers apply meta-analysis. Suggestions are provided for correctly using meta-analysis. (SLD)
Descriptors: Administration, Human Resources, Literature Reviews, Meta Analysis
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Jones, W. Paul – Educational and Psychological Measurement, 1991
A Bayesian alternative to interpretations based on classical reliability theory is presented. Procedures are detailed for calculation of a posterior score and credible interval with joint consideration of item sample and occasion error. (Author/SLD)
Descriptors: Bayesian Statistics, Equations (Mathematics), Mathematical Models, Statistical Inference
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