NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Educational and Psychological…17
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 17 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Raykov, Tenko; Goldammer, Philippe; Marcoulides, George A.; Li, Tatyana; Menold, Natalja – Educational and Psychological Measurement, 2018
A readily applicable procedure is discussed that allows evaluation of the discrepancy between the popular coefficient alpha and the reliability coefficient of a scale with second-order factorial structure that is frequently of relevance in empirical educational and psychological research. The approach is developed within the framework of the…
Descriptors: Test Reliability, Factor Structure, Statistical Analysis, Computation
Peer reviewed Peer reviewed
Direct linkDirect link
Chalmers, R. Philip; Counsell, Alyssa; Flora, David B. – Educational and Psychological Measurement, 2016
Differential test functioning, or DTF, occurs when one or more items in a test demonstrate differential item functioning (DIF) and the aggregate of these effects are witnessed at the test level. In many applications, DTF can be more important than DIF when the overall effects of DIF at the test level can be quantified. However, optimal statistical…
Descriptors: Test Bias, Sampling, Test Items, Statistical Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Zehner, Fabian; Sälzer, Christine; Goldhammer, Frank – Educational and Psychological Measurement, 2016
Automatic coding of short text responses opens new doors in assessment. We implemented and integrated baseline methods of natural language processing and statistical modelling by means of software components that are available under open licenses. The accuracy of automatic text coding is demonstrated by using data collected in the "Programme…
Descriptors: Educational Assessment, Coding, Automation, Responses
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Plieninger, Hansjörg; Meiser, Thorsten – Educational and Psychological Measurement, 2014
Response styles, the tendency to respond to Likert-type items irrespective of content, are a widely known threat to the reliability and validity of self-report measures. However, it is still debated how to measure and control for response styles such as extreme responding. Recently, multiprocess item response theory models have been proposed that…
Descriptors: Validity, Item Response Theory, Rating Scales, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Pohl, Steffi; Gräfe, Linda; Rose, Norman – Educational and Psychological Measurement, 2014
Data from competence tests usually show a number of missing responses on test items due to both omitted and not-reached items. Different approaches for dealing with missing responses exist, and there are no clear guidelines on which of those to use. While classical approaches rely on an ignorable missing data mechanism, the most recently developed…
Descriptors: Test Items, Achievement Tests, Item Response Theory, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Segeritz, Micha; Pant, Hans Anand – Educational and Psychological Measurement, 2013
This article summarizes the key finding of a study that (a) tests the measurement invariance (MI) of the popular Students' Approaches to Learning instrument (Programme for International Student Assessment [PISA]) across ethnic/cultural groups within a country and (b) discusses implications for research focusing on the role of affective measures in…
Descriptors: Foreign Countries, Affective Measures, Immigrants, Ethnic Groups
Peer reviewed Peer reviewed
Direct linkDirect link
Albano, Anthony D.; Rodriguez, Michael C. – Educational and Psychological Measurement, 2013
Although a substantial amount of research has been conducted on differential item functioning in testing, studies have focused on detecting differential item functioning rather than on explaining how or why it may occur. Some recent work has explored sources of differential functioning using explanatory and multilevel item response models. This…
Descriptors: Test Bias, Hierarchical Linear Modeling, Gender Differences, Educational Opportunities
Peer reviewed Peer reviewed
Direct linkDirect link
Hartig, Johannes; Frey, Andreas; Nold, Gunter; Klieme, Eckhard – Educational and Psychological Measurement, 2012
The article compares three different methods to estimate effects of task characteristics and to use these estimates for model-based proficiency scaling: prediction of item difficulties from the Rasch model, the linear logistic test model (LLTM), and an LLTM including random item effects (LLTM+e). The methods are applied to empirical data from a…
Descriptors: Item Response Theory, Models, Methods, Computation
Peer reviewed Peer reviewed
Direct linkDirect link
Frey, Andreas; Seitz, Nicki-Nils – Educational and Psychological Measurement, 2011
The usefulness of multidimensional adaptive testing (MAT) for the assessment of student literacy in the Programme for International Student Assessment (PISA) was examined within a real data simulation study. The responses of N = 14,624 students who participated in the PISA assessments of the years 2000, 2003, and 2006 in Germany were used to…
Descriptors: Adaptive Testing, Literacy, Academic Achievement, Achievement Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Schroeders, Ulrich; Wilhelm, Oliver – Educational and Psychological Measurement, 2011
Whether an ability test delivered on either paper or computer provides the same information is an important question in applied psychometrics. Besides the validity, it is also the fairness of a measure that is at stake if the test medium affects performance. This study provides a comprehensive review of existing equivalence research in the field…
Descriptors: Reading Comprehension, Listening Comprehension, English (Second Language), Language Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Marcoulides, George A.; Emrich, Christin; Marcoulides, Laura D. – Educational and Psychological Measurement, 2008
The Computer Anxiety Scale (CAS) measures the perceptions of individuals with respect to their anxiety toward computers. Although the CAS was developed a number of years ago, research has shown that its factor structure has remained stable. Recent cross-cultural studies using samples of college students from various countries have also shown that…
Descriptors: College Students, Structural Equation Models, Computer Attitudes, Factor Structure
Peer reviewed Peer reviewed
Direct linkDirect link
Huffman, Ann H.; Youngcourt, Satoris S.; Payne, Stephanie C.; Castro, Carl A. – Educational and Psychological Measurement, 2008
Research examining the influence of nonwork issues on work-related outcomes has flourished. Often, however, the breadth of the interrole conflict construct varies widely between studies. To determine if the breadth of the interrole conflict measure makes a difference, the current study compares the criterion-related validity of scores yielded by a…
Descriptors: Spouses, Employees, Job Satisfaction, Conflict
Previous Page | Next Page »
Pages: 1  |  2