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Soland, James – Educational and Psychological Measurement, 2022
Considerable thought is often put into designing randomized control trials (RCTs). From power analyses and complex sampling designs implemented preintervention to nuanced quasi-experimental models used to estimate treatment effects postintervention, RCT design can be quite complicated. Yet when psychological constructs measured using survey scales…
Descriptors: Item Response Theory, Surveys, Scoring, Randomized Controlled Trials
Lockwood, J. R.; Castellano, Katherine E. – Educational and Psychological Measurement, 2017
Student Growth Percentiles (SGPs) increasingly are being used in the United States for inferences about student achievement growth and educator effectiveness. Emerging research has indicated that SGPs estimated from observed test scores have large measurement errors. As such, little is known about "true" SGPs, which are defined in terms…
Descriptors: Item Response Theory, Correlation, Student Characteristics, Academic Achievement
Hecht, Martin; Weirich, Sebastian; Siegle, Thilo; Frey, Andreas – Educational and Psychological Measurement, 2015
The selection of an appropriate booklet design is an important element of large-scale assessments of student achievement. Two design properties that are typically optimized are the "balance" with respect to the positions the items are presented and with respect to the mutual occurrence of pairs of items in the same booklet. The purpose…
Descriptors: Measurement, Computation, Test Format, Test Items
Wang, Wen-Chung; Chen, Hui-Fang; Jin, Kuan-Yu – Educational and Psychological Measurement, 2015
Many scales contain both positively and negatively worded items. Reverse recoding of negatively worded items might not be enough for them to function as positively worded items do. In this study, we commented on the drawbacks of existing approaches to wording effect in mixed-format scales and used bi-factor item response theory (IRT) models to…
Descriptors: Item Response Theory, Test Format, Language Usage, Test Items
Köhler, Carmen; Pohl, Steffi; Carstensen, Claus H. – Educational and Psychological Measurement, 2015
When competence tests are administered, subjects frequently omit items. These missing responses pose a threat to correctly estimating the proficiency level. Newer model-based approaches aim to take nonignorable missing data processes into account by incorporating a latent missing propensity into the measurement model. Two assumptions are typically…
Descriptors: Competence, Tests, Evaluation Methods, Adults
Nezhnov, Peter; Kardanova, Elena; Vasilyeva, Marina; Ludlow, Larry – Educational and Psychological Measurement, 2015
The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky's theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was…
Descriptors: Knowledge Level, Mathematics, Cognitive Development, Vertical Organization
Hecht, Martin; Weirich, Sebastian; Siegle, Thilo; Frey, Andreas – Educational and Psychological Measurement, 2015
Multiple matrix designs are commonly used in large-scale assessments to distribute test items to students. These designs comprise several booklets, each containing a subset of the complete item pool. Besides reducing the test burden of individual students, using various booklets allows aligning the difficulty of the presented items to the assumed…
Descriptors: Measurement, Item Sampling, Statistical Analysis, Models
Wyse, Adam E.; Bunch, Michael B.; Deville, Craig; Viger, Steven G. – Educational and Psychological Measurement, 2014
This article describes a novel variation of the Body of Work method that uses construct maps to overcome problems of transparency, rater inconsistency, and scores gaps commonly occurring with the Body of Work method. The Body of Work method with construct maps was implemented to set cut-scores for two separate K-12 assessment programs in a large…
Descriptors: Standard Setting (Scoring), Educational Assessment, Elementary Secondary Education, Measurement
Paek, Insu; Park, Hyun-Jeong; Cai, Li; Chi, Eunlim – Educational and Psychological Measurement, 2014
Typically a longitudinal growth modeling based on item response theory (IRT) requires repeated measures data from a single group with the same test design. If operational or item exposure problems are present, the same test may not be employed to collect data for longitudinal analyses and tests at multiple time points are constructed with unique…
Descriptors: Item Response Theory, Comparative Analysis, Test Items, Equated Scores
Huang, Hung-Yu; Wang, Wen-Chung – Educational and Psychological Measurement, 2013
Both testlet design and hierarchical latent traits are fairly common in educational and psychological measurements. This study aimed to develop a new class of higher order testlet response models that consider both local item dependence within testlets and a hierarchy of latent traits. Due to high dimensionality, the authors adopted the Bayesian…
Descriptors: Item Response Theory, Models, Bayesian Statistics, Computation
Randall, Jennifer; Cheong, Yuk Fai; Engelhard, George, Jr. – Educational and Psychological Measurement, 2011
To address whether or not modifications in test administration influence item functioning for students with disabilities on a high-stakes statewide problem-solving assessment, a sample of 868 students (with and without disabilities) from 74 Georgia schools were randomly assigned to one of three testing conditions (resource guide, calculator, or…
Descriptors: Item Response Theory, Models, Context Effect, Test Bias
Carle, Adam C.; Millsap, Roger E.; Cole, David A. – Educational and Psychological Measurement, 2008
Confirmatory factor analysis for ordered-categorical measures (CFA-OCM) and rating scale item response theory (IRT) analyses explore measurement bias across gender on the Children's Depression Inventory (CDI) in a community sample of 779 children in the third and sixth grades. Given the set of statistical criteria, IRT and CFA-OCM generally…
Descriptors: Rating Scales, Scoring, Factor Analysis, Gender Differences
Sinharay, Sandip; Almond, Russell G. – Educational and Psychological Measurement, 2007
A cognitive diagnostic model uses information from educational experts to describe the relationships between item performances and posited proficiencies. When the cognitive relationships can be described using a fully Bayesian model, Bayesian model checking procedures become available. Checking models tied to cognitive theory of the domains…
Descriptors: Epistemology, Clinical Diagnosis, Job Training, Item Response Theory