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Ward, Colleen; Fischer, Ronald; Lam, Fara Sheyna Zaid; Hall, Leonie – Educational and Psychological Measurement, 2009
The article reports the results of three studies designed to extend the psychometric analyses of cultural intelligence (CQ) and to examine its utility in the prediction of cross-cultural adaptation. The first study supported the proposed four-factor (Cognitive, Meta-cognitive, Motivational, and Behavioral) structure of CQ in a large sample of…
Descriptors: Validity, Scores, Measurement Techniques, Cultural Awareness
Miller, G. Edward; Fitzpatrick, Steven J. – Educational and Psychological Measurement, 2009
Incorrect handling of item parameter drift during the equating process can result in equating error. If the item parameter drift is due to construct-irrelevant factors, then inclusion of these items in the estimation of the equating constants can be expected to result in equating error. On the other hand, if the item parameter drift is related to…
Descriptors: Equated Scores, Computation, Item Response Theory, Test Items
Cheng, Ying-Yao; Wang, Wen-Chung; Ho, Yi-Hui – Educational and Psychological Measurement, 2009
Educational and psychological tests are often composed of multiple short subtests, each measuring a distinct latent trait. Unfortunately, short subtests suffer from low measurement precision, which makes the bandwidth-fidelity dilemma inevitable. In this study, the authors demonstrate how a multidimensional Rasch analysis can be employed to take…
Descriptors: Item Response Theory, Measurement, Correlation, Measures (Individuals)
Cervellione, Kelly L.; Lee, Young-Sun; Bonanno, George A. – Educational and Psychological Measurement, 2009
Self-deception has become a construct of great interest in individual differences research because it has been associated with levels of resilience and mental health. The Balanced Inventory of Desirable Responding (BIDR) is a self-report measure used for quantifying self-deception. In this study we used Rasch modeling to examine the properties of…
Descriptors: Personality Measures, Personality Traits, Deception, Item Response Theory
Van Horn, Pamela S.; Green, Kathy E.; Martinussen, Monica – Educational and Psychological Measurement, 2009
This article reports results of a meta-analysis of survey response rates in published research in counseling and clinical psychology over a 20-year span and describes reported survey administration procedures in those fields. Results of 308 survey administrations showed a weighted average response rate of 49.6%. Among possible moderators, response…
Descriptors: Clinical Psychology, Response Rates (Questionnaires), Counseling Psychology, Meta Analysis
Long, Michael A.; Berry, Kenneth J.; Mielke, Paul W., Jr. – Educational and Psychological Measurement, 2009
An exact permutation test is provided for the tetrachoric correlation coefficient. Comparisons with the conventional test employing Student's t distribution demonstrate the necessity of using the permutation approach for small sample sizes and/or disproportionate marginal frequency totals. (Contains 4 tables.)
Descriptors: Statistical Analysis, Correlation, Sample Size, Comparative Analysis
Guo, Boliang; Aveyard, Paul; Dai, Xiaoyang – Educational and Psychological Measurement, 2009
The Wechsler intelligence test has four factors representing four components of intellectual function. In China, there are marked cultural, educational, and economic disparities between rural and urban dwellers, which could lead to cultural bias. The aim of this study was to apply the four-factor structure to responses to the Chinese Intelligence…
Descriptors: Intelligence Tests, Young Children, Factor Structure, Measurement
Liu, Ou Lydia; Minsky, Jennifer; Ling, Guangming; Kyllonen, Patrick – Educational and Psychological Measurement, 2009
In an effort to standardize academic application procedures, the authors developed the Standardized Letters of Recommendation (SLR) to capture important cognitive and noncognitive qualities of graduate school candidates. The SLR, which consists of seven scales, is applied to an intern-selection scenario. Both professor ratings (n = 414) during the…
Descriptors: Rating Scales, Reliability, Validity, Item Response Theory
Romano, Jeanine L.; Kromrey, Jeffrey D. – Educational and Psychological Measurement, 2009
This study was conducted to evaluate alternative analysis strategies for the meta-analysis method of reliability generalization when the reliability estimates are not statistically independent. Five approaches to dealing with the violation of independence were implemented: ignoring the violation and treating each observation as independent,…
Descriptors: Reliability, Generalization, Meta Analysis, Correlation
Lix, Lisa M.; Deering, Kathleen N.; Fouladi, Rachel T.; Manivong, Phongsack – Educational and Psychological Measurement, 2009
This study considers the problem of testing the difference between treatment and control groups on m [greater than or equal to] 2 measures when it is assumed a priori that the treatment group will perform better than the control group on all measures. Two procedures are investigated that do not rest on the assumptions of covariance homogeneity or…
Descriptors: Control Groups, Experimental Groups, Outcomes of Treatment, Comparative Analysis
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
Weitzman, R. A. – Educational and Psychological Measurement, 2009
Building on the Kelley and Gulliksen versions of classical test theory, this article shows that a logistic model having only a single item parameter can account for varying item discrimination, as well as difficulty, by using item-test correlations to adjust incorrect-correct (0-1) item responses prior to an initial model fit. The fit occurs…
Descriptors: Item Response Theory, Test Items, Difficulty Level, Test Bias
Ordonez, Xavier G.; Ponsoda, Vicente; Abad, Francisco J.; Romero, Sonia J. – Educational and Psychological Measurement, 2009
This article proposes a new test (called the EQEBI) for the measurement of epistemological beliefs, integrating and extending the Epistemological Questionnaire (EQ) and the Epistemic Beliefs Inventory (EBI). In Study 1, the two tests were translated and applied to a Spanish-speaking sample. A detailed dimensionality exploration, by means of the…
Descriptors: Epistemology, Beliefs, Tests, Spanish Speaking
Lee, Young-Sun; Wollack, James A.; Douglas, Jeffrey – Educational and Psychological Measurement, 2009
The purpose of this study was to assess the model fit of a 2PL through comparison with the nonparametric item characteristic curve (ICC) estimation procedures. Results indicate that three nonparametric procedures implemented produced ICCs that are similar to that of the 2PL for items simulated to fit the 2PL. However for misfitting items,…
Descriptors: Nonparametric Statistics, Item Response Theory, Test Items, Simulation
Bowden, Stephen C.; Gregg, Noel; Bandalos, Deborah; Davis, Mark; Coleman, Chris; Holdnack, James A.; Weiss, Larry G. – Educational and Psychological Measurement, 2008
Intelligence tests are usually part of the assessment battery for the diagnosis of adults with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Professionals must ensure that inferences drawn from such test scores are equivalent across populations with and without disabilities. Examination of measurement equivalence…
Descriptors: Intelligence, College Students, Learning Disabilities, Hyperactivity