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Showing 1 to 15 of 158 results Save | Export
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Haig, Brian D. – Educational and Psychological Measurement, 2017
This article considers the nature and place of tests of statistical significance (ToSS) in science, with particular reference to psychology. Despite the enormous amount of attention given to this topic, psychology's understanding of ToSS remains deficient. The major problem stems from a widespread and uncritical acceptance of null hypothesis…
Descriptors: Statistical Significance, Statistical Analysis, Hypothesis Testing, Psychology
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García-Pérez, Miguel A. – Educational and Psychological Measurement, 2017
Null hypothesis significance testing (NHST) has been the subject of debate for decades and alternative approaches to data analysis have been proposed. This article addresses this debate from the perspective of scientific inquiry and inference. Inference is an inverse problem and application of statistical methods cannot reveal whether effects…
Descriptors: Hypothesis Testing, Statistical Inference, Effect Size, Bayesian Statistics
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Campitelli, Guillermo; Macbeth, Guillermo; Ospina, Raydonal; Marmolejo-Ramos, Fernando – Educational and Psychological Measurement, 2017
We present three strategies to replace the null hypothesis statistical significance testing approach in psychological research: (1) visual representation of cognitive processes and predictions, (2) visual representation of data distributions and choice of the appropriate distribution for analysis, and (3) model comparison. The three strategies…
Descriptors: Research Methodology, Hypothesis Testing, Psychology, Social Science Research
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Walker, Cindy M.; Gocer Sahin, Sakine – Educational and Psychological Measurement, 2017
The theoretical reason for the presence of differential item functioning (DIF) is that data are multidimensional and two groups of examinees differ in their underlying ability distribution for the secondary dimension(s). Therefore, the purpose of this study was to determine how much the secondary ability distributions must differ before DIF is…
Descriptors: Item Response Theory, Test Bias, Correlation, Statistical Significance
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Gwet, Kilem L. – Educational and Psychological Measurement, 2016
This article addresses the problem of testing the difference between two correlated agreement coefficients for statistical significance. A number of authors have proposed methods for testing the difference between two correlated kappa coefficients, which require either the use of resampling methods or the use of advanced statistical modeling…
Descriptors: Differences, Correlation, Statistical Significance, Statistical Analysis
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Leth-Steensen, Craig; Gallitto, Elena – Educational and Psychological Measurement, 2016
A large number of approaches have been proposed for estimating and testing the significance of indirect effects in mediation models. In this study, four sets of Monte Carlo simulations involving full latent variable structural equation models were run in order to contrast the effectiveness of the currently popular bias-corrected bootstrapping…
Descriptors: Mediation Theory, Structural Equation Models, Monte Carlo Methods, Simulation
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Raykov, Tenko; Marcoulides, George A.; Tong, Bing – Educational and Psychological Measurement, 2016
A latent variable modeling procedure is discussed that can be used to test if two or more homogeneous multicomponent instruments with distinct components are measuring the same underlying construct. The method is widely applicable in scale construction and development research and can also be of special interest in construct validation studies.…
Descriptors: Models, Statistical Analysis, Measurement Techniques, Factor Analysis
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Wollack, James A.; Cohen, Allan S.; Eckerly, Carol A. – Educational and Psychological Measurement, 2015
Test tampering, especially on tests for educational accountability, is an unfortunate reality, necessitating that the state (or its testing vendor) perform data forensic analyses, such as erasure analyses, to look for signs of possible malfeasance. Few statistical approaches exist for detecting fraudulent erasures, and those that do largely do not…
Descriptors: Tests, Cheating, Item Response Theory, Accountability
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Raykov, Tenko; Marcoulides, George A.; Millsap, Roger E. – Educational and Psychological Measurement, 2013
A multiple testing method for examining factorial invariance for latent constructs evaluated by multiple indicators in distinct populations is outlined. The procedure is based on the false discovery rate concept and multiple individual restriction tests and resolves general limitations of a popular factorial invariance testing approach. The…
Descriptors: Testing, Statistical Analysis, Factor Analysis, Statistical Significance
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Hoekstra, Rink; Johnson, Addie; Kiers, Henk A. L. – Educational and Psychological Measurement, 2012
The use of confidence intervals (CIs) as an addition or as an alternative to null hypothesis significance testing (NHST) has been promoted as a means to make researchers more aware of the uncertainty that is inherent in statistical inference. Little is known, however, about whether presenting results via CIs affects how readers judge the…
Descriptors: Computation, Statistical Analysis, Hypothesis Testing, Statistical Significance
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Kim, Eun Sook; Willson, Victor L. – Educational and Psychological Measurement, 2010
This article presents a method to evaluate pretest effects on posttest scores in the absence of an un-pretested control group using published results of pretesting effects due to Willson and Putnam. Confidence intervals around the expected theoretical gain due to pretesting are computed, and observed gains or differential gains are compared with…
Descriptors: Control Groups, Intervals, Educational Research, Educational Psychology
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Carvajal, Jorge; Skorupski, William P. – Educational and Psychological Measurement, 2010
This study is an evaluation of the behavior of the Liu-Agresti estimator of the cumulative common odds ratio when identifying differential item functioning (DIF) with polytomously scored test items using small samples. The Liu-Agresti estimator has been proposed by Penfield and Algina as a promising approach for the study of polytomous DIF but no…
Descriptors: Test Bias, Sample Size, Test Items, Computation
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Alhija, Fadia Nasser-Abu; Levy, Adi – Educational and Psychological Measurement, 2009
Effect size (ES) reporting practices in a sample of 10 educational research journals are examined in this study. Five of these journals explicitly require reporting ES and the other 5 have no such policy. Data were obtained from 99 articles published in the years 2003 and 2004, in which 183 statistical analyses were conducted. Findings indicate no…
Descriptors: Effect Size, Periodicals, Educational Research, Policy
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Wang, Shudong; Jiao, Hong; Young, Michael J.; Brooks, Thomas; Olson, John – Educational and Psychological Measurement, 2008
In recent years, computer-based testing (CBT) has grown in popularity, is increasingly being implemented across the United States, and will likely become the primary mode for delivering tests in the future. Although CBT offers many advantages over traditional paper-and-pencil testing, assessment experts, researchers, practitioners, and users have…
Descriptors: Elementary Secondary Education, Reading Achievement, Computer Assisted Testing, Comparative Analysis
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Li, Huijun; Lee, Donghyuck; Pfeiffer, Steve I.; Petscher, Yaacov – Educational and Psychological Measurement, 2008
This study examined the reliability and validity of the scores of a Chinese-translated version of the Gifted Rating Scales-School Form (GRS-S) using parents as raters and explored the effects of gender and grade on the ratings. A total of 222 parents participated in the study and rated their child independently using the Chinese version of the…
Descriptors: Gifted, Academic Achievement, Validity, Rating Scales
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