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Gasser, Michael B.; Tan, Rowena N. – Educational and Psychological Measurement, 1999
Developed a scale of cultural tolerance, examined the latent structure of the scale, and determined its relationship to other relevant constructs. Results with samples of 262, 165, and 86 college students suggest a two-dimensional structure of items assessing affect and belief and items assessing intention to behave. Contains 41 references. (SLD)
Descriptors: Affective Behavior, Beliefs, College Students, Cultural Awareness
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Smith, Richard M. – Educational and Psychological Measurement, 1996
The separate calibration t-test approach of B. Wright and M. Stone (1979) and the common calibration between-fit approach of B. Wright, R. Mead, and R. Draba (1976) appeared to have similar Type I error rates and similar power to detect item bias within a Rasch framework. (SLD)
Descriptors: Comparative Analysis, Goodness of Fit, Item Bias, Item Response Theory
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Ellis, Barbara B.; Mead, Alan D. – Educational and Psychological Measurement, 2000
Used the differential functioning of items and tests (DFIT) framework to examine the measurement equivalence of a Spanish translation of the Sixteen Personality Factor (16PF) Questionnaire using samples of 309 Anglo American college students and other adults, 280 English-speaking Hispanics, and 244 Spanish-speaking college students. Results show…
Descriptors: Adults, College Students, Higher Education, Hispanic American Students
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Perlow, Richard; Moore, D. De Wayne; Kyle, Rebecca; Killen, Thomas – Educational and Psychological Measurement, 1999
Examined a set of working memory scales containing two versions of test items that are reading and mathematics based. Data from 201 undergraduates support the hypothesis that an oblique two-factor model in which the factors are based on item content would fit the data well. (SLD)
Descriptors: Factor Structure, Higher Education, Mathematics, Models
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Smith, Richard M. – Educational and Psychological Measurement, 1994
Simulated data are used to assess the appropriateness of using separate calibration and between-fit approaches to detecting item bias in the Rasch rating scale model. Results indicate that Type I error rates for the null distribution hold even when there are different ability levels for reference and focal groups. (SLD)
Descriptors: Ability, Goodness of Fit, Identification, Item Bias
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Engelhard, George, Jr. – Educational and Psychological Measurement, 1992
A historical perspective is provided of the concept of invariance in measurement theory, describing sample-invariant item calibration and item-invariant measurement of individuals. Invariance as a key measurement concept is illustrated through the measurement theories of E. L. Thorndike, L. L. Thurstone, and G. Rasch. (SLD)
Descriptors: Behavioral Sciences, Educational History, Measurement Techniques, Psychometrics
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Styles, Irene; Andrich, David – Educational and Psychological Measurement, 1993
This paper describes the use of the Rasch model to help implement computerized administration of the standard and advanced forms of Raven's Progressive Matrices (RPM), to compare relative item difficulties, and to convert scores between the standard and advanced forms. The sample consisted of 95 girls and 95 boys in Australia. (SLD)
Descriptors: Adaptive Testing, Computer Assisted Testing, Difficulty Level, Elementary Education
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Trevisan, Michael S.; And Others – Educational and Psychological Measurement, 1991
The reliability and validity of multiple-choice tests were computed as a function of the number of options per item and student ability for 435 parochial high school juniors, who were administered the Washington Pre-College Test Battery. Results suggest the efficacy of the three-option item. (SLD)
Descriptors: Ability, Comparative Testing, Distractors (Tests), Grade Point Average
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Smith, Richard M. – Educational and Psychological Measurement, 1991
This study reports results of an investigation based on simulated data of the distributional properties of the item fit statistics that are commonly used in the Rasch model calibration programs as indices of the fit of responses to individual items to the measurement model. (SLD)
Descriptors: Computer Simulation, Equations (Mathematics), Goodness of Fit, Item Response Theory
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Rogers, H. Jane; Hambleton, Ronald K. – Educational and Psychological Measurement, 1989
The validity of logistic test models and computer simulation methods for generating sampling distributions of item bias statistics was evaluated under the hypothesis of no item bias. Test data from 937 ninth-grade students were used to develop 7 steps for applying computer-simulated baseline statistics in test development. (SLD)
Descriptors: Computer Simulation, Educational Research, Evaluation Methods, Grade 9