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Showing 1 to 15 of 266 results Save | Export
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Weigl, Klemens; Forstner, Thomas – Educational and Psychological Measurement, 2021
Paper-based visual analogue scale (VAS) items were developed 100 years ago. Although they gained great popularity in clinical and medical research for assessing pain, they have been scarcely applied in other areas of psychological research for several decades. However, since the beginning of digitization, VAS have attracted growing interest among…
Descriptors: Test Construction, Visual Measures, Gender Differences, Foreign Countries
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Ranger, Jochen; Kuhn, Jörg Tobias; Ortner, Tuulia M. – Educational and Psychological Measurement, 2020
The hierarchical model of van der Linden is the most popular model for responses and response times in tests. It is composed of two separate submodels--one for the responses and one for the response times--that are joined at a higher level. The submodel for the response times is based on the lognormal distribution. The lognormal distribution is a…
Descriptors: Reaction Time, Tests, Statistical Distributions, Models
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Harrison, Allyson G.; Butt, Kaitlyn; Armstrong, Irene – Educational and Psychological Measurement, 2019
There has been a marked increase in accommodation requests from students with disabilities at both the postsecondary education level and on high-stakes examinations. As such, accurate identification and quantification of normative impairment is essential for equitable provision of accommodations. Considerable diversity currently exists in methods…
Descriptors: Achievement Tests, Test Norms, Age, Instructional Program Divisions
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Kam, Chester Chun Seng – Educational and Psychological Measurement, 2016
To measure the response style of acquiescence, researchers recommend the use of at least 15 items with heterogeneous content. Such an approach is consistent with its theoretical definition and is a substantial improvement over traditional methods. Nevertheless, measurement of acquiescence can be enhanced by two additional considerations: first, to…
Descriptors: Test Items, Response Style (Tests), Test Content, Measurement
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Kam, Chester Chun Seng; Zhou, Mingming – Educational and Psychological Measurement, 2015
Previous research has found the effects of acquiescence to be generally consistent across item "aggregates" within a single survey (i.e., essential tau-equivalence), but it is unknown whether this phenomenon is consistent at the" individual item" level. This article evaluated the often assumed but inadequately tested…
Descriptors: Test Items, Surveys, Criteria, Correlation
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Dimitrov, Dimiter M.; Raykov, Tenko; AL-Qataee, Abdullah Ali – Educational and Psychological Measurement, 2015
This article is concerned with developing a measure of general academic ability (GAA) for high school graduates who apply to colleges, as well as with the identification of optimal weights of the GAA indicators in a linear combination that yields a composite score with maximal reliability and maximal predictive validity, employing the framework of…
Descriptors: Foreign Countries, Academic Ability, Aptitude Tests, High School Students
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Jones, W. Paul – Educational and Psychological Measurement, 2014
A study in a university clinic/laboratory investigated adaptive Bayesian scaling as a supplement to interpretation of scores on the Mini-IPIP. A "probability of belonging" in categories of low, medium, or high on each of the Big Five traits was calculated after each item response and continued until all items had been used or until a…
Descriptors: Personality Traits, Personality Measures, Bayesian Statistics, Clinics
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Plieninger, Hansjörg; Meiser, Thorsten – Educational and Psychological Measurement, 2014
Response styles, the tendency to respond to Likert-type items irrespective of content, are a widely known threat to the reliability and validity of self-report measures. However, it is still debated how to measure and control for response styles such as extreme responding. Recently, multiprocess item response theory models have been proposed that…
Descriptors: Validity, Item Response Theory, Rating Scales, Models
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Huang, Hung-Yu; Wang, Wen-Chung – Educational and Psychological Measurement, 2014
In the social sciences, latent traits often have a hierarchical structure, and data can be sampled from multiple levels. Both hierarchical latent traits and multilevel data can occur simultaneously. In this study, we developed a general class of item response theory models to accommodate both hierarchical latent traits and multilevel data. The…
Descriptors: Item Response Theory, Hierarchical Linear Modeling, Computation, Test Reliability
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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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Keeley, Jared W.; English, Taylor; Irons, Jessica; Henslee, Amber M. – Educational and Psychological Measurement, 2013
Many measurement biases affect student evaluations of instruction (SEIs). However, two have been relatively understudied: halo effects and ceiling/floor effects. This study examined these effects in two ways. To examine the halo effect, using a videotaped lecture, we manipulated specific teacher behaviors to be "good" or "bad"…
Descriptors: Robustness (Statistics), Test Bias, Course Evaluation, Student Evaluation of Teacher Performance
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Lake, Christopher J.; Withrow, Scott; Zickar, Michael J.; Wood, Nicole L.; Dalal, Dev K.; Bochinski, Joseph – Educational and Psychological Measurement, 2013
Adapting the original latitude of acceptance concept to Likert-type surveys, response latitudes are defined as the range of graded response options a person is willing to endorse. Response latitudes were expected to relate to attitude involvement such that high involvement was linked to narrow latitudes (the result of selective, careful…
Descriptors: Item Response Theory, Likert Scales, Attitude Measures, Surveys
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Seo, Dong Gi; Weiss, David J. – Educational and Psychological Measurement, 2013
The usefulness of the l[subscript z] person-fit index was investigated with achievement test data from 20 exams given to more than 3,200 college students. Results for three methods of estimating ? showed that the distributions of l[subscript z] were not consistent with its theoretical distribution, resulting in general overfit to the item response…
Descriptors: Achievement Tests, College Students, Goodness of Fit, Item Response Theory
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Lakin, Joni M.; Elliott, Diane Cardenas; Liu, Ou Lydia – Educational and Psychological Measurement, 2012
Outcomes assessments are gaining great attention in higher education because of increased demand for accountability. These assessments are widely used by U.S. higher education institutions to measure students' college-level knowledge and skills, including students who speak English as a second language (ESL). For the past decade, the increasing…
Descriptors: College Outcomes Assessment, Achievement Tests, English Language Learners, College Students
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Davison, Mark L.; Semmes, Robert; Huang, Lan; Close, Catherine N. – Educational and Psychological Measurement, 2012
Data from 181 college students were used to assess whether math reasoning item response times in computerized testing can provide valid and reliable measures of a speed dimension. The alternate forms reliability of the speed dimension was .85. A two-dimensional structural equation model suggests that the speed dimension is related to the accuracy…
Descriptors: Computer Assisted Testing, Reaction Time, Reliability, Validity
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