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Peer reviewedNevo, Baruch – Journal of Educational Measurement, 1985
A literature review and a proposed means of measuring face validity, a test's appearance of being valid, are presented. Empirical evidence from examinees' perceptions of a college entrance examination support the reliability of measuring face validity. (GDC)
Descriptors: College Entrance Examinations, Evaluation Methods, Evaluators, Foreign Countries
Peer reviewedBudescu, David V.; Nevo, Baruch – Journal of Educational Measurement, 1985
The proportionality model assumes that total testing time is proportional to the number of test items and the number of options per multiple choice test item. This assumption was examined, using test items having from two to five options. The model was not supported. (Author/GDC)
Descriptors: College Entrance Examinations, Foreign Countries, Higher Education, Item Analysis
Peer reviewedAttali, Yigal; Goldschmidt, Chanan – Journal of Educational Measurement, 1996
Sources of observed differences in difficulty between items in graph comprehension performance were studied using 132 items from the Psychometric Entrance Test, an Israeli college entrance examination. Results indicate that item difficulty can be predicted successfully on the basis of item characteristics and task demands. Implications for graph…
Descriptors: College Entrance Examinations, Comprehension, Difficulty Level, Foreign Countries
Peer reviewedAllalouf, Avi; Hambleton, Ronald K.; Sireci, Stephen G. – Journal of Educational Measurement, 1999
Focused on whether differential item functioning (DIF) is related to item type in translated test items and the causes of DIF using data from an Israeli college entrance test in Hebrew and a Russian translation. Results from 24,304 college applicants indicate that 34% of items functioned differently across items. (SLD)
Descriptors: College Applicants, College Entrance Examinations, Foreign Countries, Hebrew
