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Showing 1 to 15 of 506 results Save | Export
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Schulte, Niklas; Holling, Heinz; Bürkner, Paul-Christian – Educational and Psychological Measurement, 2021
Forced-choice questionnaires can prevent faking and other response biases typically associated with rating scales. However, the derived trait scores are often unreliable and ipsative, making interindividual comparisons in high-stakes situations impossible. Several studies suggest that these problems vanish if the number of measured traits is high.…
Descriptors: Questionnaires, Measurement Techniques, Test Format, Scoring
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Ellis, Jules L. – Educational and Psychological Measurement, 2021
This study develops a theoretical model for the costs of an exam as a function of its duration. Two kind of costs are distinguished: (1) the costs of measurement errors and (2) the costs of the measurement. Both costs are expressed in time of the student. Based on a classical test theory model, enriched with assumptions on the context, the costs…
Descriptors: Test Length, Models, Error of Measurement, Measurement
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Raykov, Tenko; Marcoulides, George A. – Educational and Psychological Measurement, 2021
The population discrepancy between unstandardized and standardized reliability of homogeneous multicomponent measuring instruments is examined. Within a latent variable modeling framework, it is shown that the standardized reliability coefficient for unidimensional scales can be markedly higher than the corresponding unstandardized reliability…
Descriptors: Test Reliability, Computation, Measures (Individuals), Research Problems
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Wyse, Adam E. – Educational and Psychological Measurement, 2021
An essential question when computing test--retest and alternate forms reliability coefficients is how many days there should be between tests. This article uses data from reading and math computerized adaptive tests to explore how the number of days between tests impacts alternate forms reliability coefficients. Results suggest that the highest…
Descriptors: Computer Assisted Testing, Adaptive Testing, Test Reliability, Reading Tests
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Olvera Astivia, Oscar Lorenzo; Kroc, Edward; Zumbo, Bruno D. – Educational and Psychological Measurement, 2020
Simulations concerning the distributional assumptions of coefficient alpha are contradictory. To provide a more principled theoretical framework, this article relies on the Fréchet-Hoeffding bounds, in order to showcase that the distribution of the items play a role on the estimation of correlations and covariances. More specifically, these bounds…
Descriptors: Test Items, Test Reliability, Computation, Correlation
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Raborn, Anthony W.; Leite, Walter L.; Marcoulides, Katerina M. – Educational and Psychological Measurement, 2020
This study compares automated methods to develop short forms of psychometric scales. Obtaining a short form that has both adequate internal structure and strong validity with respect to relationships with other variables is difficult with traditional methods of short-form development. Metaheuristic algorithms can select items for short forms while…
Descriptors: Test Construction, Automation, Heuristics, Mathematics
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Hong, Maxwell; Steedle, Jeffrey T.; Cheng, Ying – Educational and Psychological Measurement, 2020
Insufficient effort responding (IER) affects many forms of assessment in both educational and psychological contexts. Much research has examined different types of IER, IER's impact on the psychometric properties of test scores, and preprocessing procedures used to detect IER. However, there is a gap in the literature in terms of practical advice…
Descriptors: Responses, Psychometrics, Test Validity, Test Reliability
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Walker, Cindy M.; Göçer Sahin, Sakine – Educational and Psychological Measurement, 2020
The purpose of this study was to investigate a new way of evaluating interrater reliability that can allow one to determine if two raters differ with respect to their rating on a polytomous rating scale or constructed response item. Specifically, differential item functioning (DIF) analyses were used to assess interrater reliability and compared…
Descriptors: Test Bias, Interrater Reliability, Responses, Correlation
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Raykov, Tenko; Marcoulides, George A. – Educational and Psychological Measurement, 2019
This note discusses the merits of coefficient alpha and their conditions in light of recent critical publications that miss out on significant research findings over the past several decades. That earlier research has demonstrated the empirical relevance and utility of coefficient alpha under certain empirical circumstances. The article highlights…
Descriptors: Test Validity, Test Reliability, Test Items, Correlation
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Nicewander, W. Alan – Educational and Psychological Measurement, 2019
This inquiry is focused on three indicators of the precision of measurement--conditional on fixed values of ?, the latent variable of item response theory (IRT). The indicators that are compared are (1) The traditional, conditional standard errors, s(eX|?) = CSEM; (2) the IRT-based conditional standard errors, s[subscript irt](eX|?)=C[subscript…
Descriptors: Measurement, Accuracy, Scores, Error of Measurement
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Sideridis, Georgios D.; Tsaousis, Ioannis; Al-Sadaawi, Abdullah – Educational and Psychological Measurement, 2019
The purpose of the present study was to apply the methodology developed by Raykov on modeling item-specific variance for the measurement of internal consistency reliability with longitudinal data. Participants were a randomly selected sample of 500 individuals who took on a professional qualifications test in Saudi Arabia over four different…
Descriptors: Test Reliability, Test Items, Longitudinal Studies, Foreign Countries
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Zumbo, Bruno D.; Kroc, Edward – Educational and Psychological Measurement, 2019
Chalmers recently published a critique of the use of ordinal a[alpha] proposed in Zumbo et al. as a measure of test reliability in certain research settings. In this response, we take up the task of refuting Chalmers' critique. We identify three broad misconceptions that characterize Chalmers' criticisms: (1) confusing assumptions with…
Descriptors: Test Reliability, Statistical Analysis, Misconceptions, Mathematical Models
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Raykov, Tenko; Marcoulides, George A.; Harrison, Michael; Menold, Natalja – Educational and Psychological Measurement, 2019
This note confronts the common use of a single coefficient alpha as an index informing about reliability of a multicomponent measurement instrument in a heterogeneous population. Two or more alpha coefficients could instead be meaningfully associated with a given instrument in finite mixture settings, and this may be increasingly more likely the…
Descriptors: Statistical Analysis, Test Reliability, Measures (Individuals), Computation
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Andersson, Björn; Xin, Tao – Educational and Psychological Measurement, 2018
In applications of item response theory (IRT), an estimate of the reliability of the ability estimates or sum scores is often reported. However, analytical expressions for the standard errors of the estimators of the reliability coefficients are not available in the literature and therefore the variability associated with the estimated reliability…
Descriptors: Item Response Theory, Test Reliability, Test Items, Scores
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Chalmers, R. Philip – Educational and Psychological Measurement, 2018
This article discusses the theoretical and practical contributions of Zumbo, Gadermann, and Zeisser's family of ordinal reliability statistics. Implications, interpretation, recommendations, and practical applications regarding their ordinal measures, particularly ordinal alpha, are discussed. General misconceptions relating to this family of…
Descriptors: Misconceptions, Test Theory, Test Reliability, Statistics
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