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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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Educational and Psychological Measurement, 1986
The issue addressed by this study was whether the Jesness Inventory Classification System as revised for hand-scoring can provide useful information about the personality and behavior of nonoffenders. Data on the System's construct validity showed that youths of the nine subtypes differed on many background, personality, attitude, and behavioral…
Descriptors: Achievement Tests, Attitude Measures, Behavior Rating Scales, Construct Validity
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Wilcox, Rand R. – Educational and Psychological Measurement, 1982
Results in the engineering literature on "k out of n system reliability" can be used to characterize tests based on estimates of the probability of correctly determining whether the examinee knows the correct response. In particular, the minimum number of distractors required for multiple-choice tests can be empirically determined.…
Descriptors: Achievement Tests, Mathematical Models, Multiple Choice Tests, Test Format
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Feldt, Leonard S. – Educational and Psychological Measurement, 1984
The binomial error model includes form-to-form difficulty differences as error variance and leads to Ruder-Richardson formula 21 as an estimate of reliability. If the form-to-form component is removed from the estimate of error variance, the binomial model leads to KR 20 as the reliability estimate. (Author/BW)
Descriptors: Achievement Tests, Difficulty Level, Error of Measurement, Mathematical Formulas
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Powers, Stephen; Medena, Marcello, Jr. – Educational and Psychological Measurement, 1984
The internal consistency reliability, concurrent validity, and stability of the Cooperative Preschool Inventory in English and Spanish editions were examined for monolingual English and monolingual Spanish Hispanic preschool pupils. The finding support the reliability, validity, and stability of both editions as used as well as the comparability…
Descriptors: Achievement Tests, English, Hispanic Americans, Preschool Children
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Friedland, David L.; Michael, William B. – Educational and Psychological Measurement, 1987
A sample of 153 male police officers were subjects in a test validation study with two objectives: (1) to compare reliability estimates of a 16-item objective achievement examination scored by the conventional items right formula and by four different procedures; and (2) to obtain comparative concurrent validity coefficients of scores arising from…
Descriptors: Achievement Tests, Concurrent Validity, Correlation, Police
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Klein, Alice E. – Educational and Psychological Measurement, 1979
The ability of the Stanford Early School Achievement Test (SESAT) to predict scores on the Stanford Achievement Test (SAT) was assessed, using pupils in grades 1 and 2 from a large midwest suburban school district. Observed SESAT-SAT correlations ranged from .257 to .723. Author/CTM)
Descriptors: Achievement Tests, Correlation, Grade 1, Grade 2
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Hakstian, A. Ralph; Bennet, Richard W. – Educational and Psychological Measurement, 1978
Three multiple-abilities batteries--the Comprehensive Ability Battery, Differential Aptitude Tests, and General Aptitude Test Battery--are briefly discussed, and results of a study involving cross-correlations of the tests in these batteries are presented. (Author/JKS)
Descriptors: Achievement Tests, Aptitude Tests, Correlation, Foreign Countries
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White, William F.; And Others – Educational and Psychological Measurement, 1978
The responses from 212 college students in an educational psychology course to the Inventory of Student Perception of Instruction and the Instructional Improvement Questionnaire were factor analyzed and related to three measures of course achievement. All three measures correlated significantly with each of the six factors drawn from each…
Descriptors: Academic Achievement, Achievement Tests, Correlation, Factor Analysis