NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 38 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Cooperman, Allison W.; Weiss, David J.; Wang, Chun – Educational and Psychological Measurement, 2022
Adaptive measurement of change (AMC) is a psychometric method for measuring intra-individual change on one or more latent traits across testing occasions. Three hypothesis tests--a Z test, likelihood ratio test, and score ratio index--have demonstrated desirable statistical properties in this context, including low false positive rates and high…
Descriptors: Error of Measurement, Psychometrics, Hypothesis Testing, Simulation
Peer reviewed Peer reviewed
Direct linkDirect link
Lenhard, Wolfgang; Lenhard, Alexandra – Educational and Psychological Measurement, 2021
The interpretation of psychometric test results is usually based on norm scores. We compared semiparametric continuous norming (SPCN) with conventional norming methods by simulating results for test scales with different item numbers and difficulties via an item response theory approach. Subsequently, we modeled the norm scores based on random…
Descriptors: Test Norms, Scores, Regression (Statistics), Test Items
Peer reviewed Peer reviewed
Direct linkDirect link
Dimitrov, Dimiter M. – Educational and Psychological Measurement, 2020
This study presents new models for item response functions (IRFs) in the framework of the D-scoring method (DSM) that is gaining attention in the field of educational and psychological measurement and largescale assessments. In a previous work on DSM, the IRFs of binary items were estimated using a logistic regression model (LRM). However, the LRM…
Descriptors: Item Response Theory, Scoring, True Scores, Scaling
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Dimitrov, Dimiter M.; Luo, Yong – Educational and Psychological Measurement, 2019
An approach to scoring tests with binary items, referred to as D-scoring method, was previously developed as a classical analog to basic models in item response theory (IRT) for binary items. As some tests include polytomous items, this study offers an approach to D-scoring of such items and parallels the results with those obtained under the…
Descriptors: Scoring, Test Items, Item Response Theory, Psychometrics
Peer reviewed Peer reviewed
Direct linkDirect link
Raykov, Tenko; Marcoulides, George A.; Dimitrov, Dimiter M.; Li, Tatyana – Educational and Psychological Measurement, 2018
This article extends the procedure outlined in the article by Raykov, Marcoulides, and Tong for testing congruence of latent constructs to the setting of binary items and clustering effects. In this widely used setting in contemporary educational and psychological research, the method can be used to examine if two or more homogeneous…
Descriptors: Tests, Psychometrics, Test Items, Construct Validity
Peer reviewed Peer reviewed
Direct linkDirect link
Huggins-Manley, Anne Corinne – Educational and Psychological Measurement, 2017
This study defines subpopulation item parameter drift (SIPD) as a change in item parameters over time that is dependent on subpopulations of examinees, and hypothesizes that the presence of SIPD in anchor items is associated with bias and/or lack of invariance in three psychometric outcomes. Results show that SIPD in anchor items is associated…
Descriptors: Psychometrics, Test Items, Item Response Theory, Hypothesis Testing
Peer reviewed Peer reviewed
Direct linkDirect link
Sideridis, Georgios D. – Educational and Psychological Measurement, 2016
The purpose of the present studies was to test the hypothesis that the psychometric characteristics of ability scales may be significantly distorted if one accounts for emotional factors during test taking. Specifically, the present studies evaluate the effects of anxiety and motivation on the item difficulties of the Rasch model. In Study 1, the…
Descriptors: Learning Disabilities, Test Validity, Measures (Individuals), Hierarchical Linear Modeling
Peer reviewed Peer reviewed
Direct linkDirect link
Stanley, Leanne M.; Edwards, Michael C. – Educational and Psychological Measurement, 2016
The purpose of this article is to highlight the distinction between the reliability of test scores and the fit of psychometric measurement models, reminding readers why it is important to consider both when evaluating whether test scores are valid for a proposed interpretation and/or use. It is often the case that an investigator judges both the…
Descriptors: Test Reliability, Goodness of Fit, Scores, Patients
Peer reviewed Peer reviewed
Direct linkDirect link
Zhang, Xijuan; Savalei, Victoria – Educational and Psychological Measurement, 2016
Many psychological scales written in the Likert format include reverse worded (RW) items in order to control acquiescence bias. However, studies have shown that RW items often contaminate the factor structure of the scale by creating one or more method factors. The present study examines an alternative scale format, called the Expanded format,…
Descriptors: Factor Structure, Psychological Testing, Alternative Assessment, Test Items
Peer reviewed Peer reviewed
Direct linkDirect link
Hauser, Carl; Thum, Yeow Meng; He, Wei; Ma, Lingling – Educational and Psychological Measurement, 2015
When conducting item reviews, analysts evaluate an array of statistical and graphical information to assess the fit of a field test (FT) item to an item response theory model. The process can be tedious, particularly when the number of human reviews (HR) to be completed is large. Furthermore, such a process leads to decisions that are susceptible…
Descriptors: Test Items, Item Response Theory, Research Methodology, Decision Making
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Meijer, Rob R.; Egberink, Iris J. L. – Educational and Psychological Measurement, 2012
In recent studies, different methods were proposed to investigate invariant item ordering (IIO), but practical IIO research is an unexploited field in questionnaire construction and evaluation. In the present study, the authors explored the usefulness of different IIO methods to analyze personality scales and clinical scales. From the authors'…
Descriptors: Test Items, Personality Measures, Questionnaires, Item Response Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Fletcher, Thomas D.; Nusbaum, David N. – Educational and Psychological Measurement, 2010
Recent research suggests that competitive work environments may influence individual's attitudes, behaviors, stress, and performance. Unfortunately, adequate measures of competitive environments are lacking. This article traces the development of a new multidimensional competitive work environment scale. An initial 59-item pool covering five…
Descriptors: Competition, Work Environment, Measures (Individuals), Material Development
Peer reviewed Peer reviewed
Direct linkDirect link
Stuive, Ilse; Kiers, Henk A. L.; Timmerman, Marieke E. – Educational and Psychological Measurement, 2009
A common question in test evaluation is whether an a priori assignment of items to subtests is supported by empirical data. If the analysis results indicate the assignment of items to subtests under study is not supported by data, the assignment is often adjusted. In this study the authors compare two methods on the quality of their suggestions to…
Descriptors: Simulation, Item Response Theory, Test Items, Factor Analysis
Previous Page | Next Page ยป
Pages: 1  |  2  |  3