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Zumbo, Bruno D.; Kroc, Edward – Educational and Psychological Measurement, 2019

Chalmers recently published a critique of the use of ordinal a[alpha] proposed in Zumbo et al. as a measure of test reliability in certain research settings. In this response, we take up the task of refuting Chalmers' critique. We identify three broad misconceptions that characterize Chalmers' criticisms: (1) confusing assumptions with…

Descriptors: Test Reliability, Statistical Analysis, Misconceptions, Mathematical Models

Lamprianou, Iasonas – Educational and Psychological Measurement, 2018

It is common practice for assessment programs to organize qualifying sessions during which the raters (often known as "markers" or "judges") demonstrate their consistency before operational rating commences. Because of the high-stakes nature of many rating activities, the research community tends to continuously explore new…

Descriptors: Social Networks, Network Analysis, Comparative Analysis, Innovation

Luo, Yong; Jiao, Hong – Educational and Psychological Measurement, 2018

Stan is a new Bayesian statistical software program that implements the powerful and efficient Hamiltonian Monte Carlo (HMC) algorithm. To date there is not a source that systematically provides Stan code for various item response theory (IRT) models. This article provides Stan code for three representative IRT models, including the…

Descriptors: Bayesian Statistics, Item Response Theory, Probability, Computer Software

Andrich, David – Educational and Psychological Measurement, 2016

This article reproduces correspondence between Georg Rasch of The University of Copenhagen and Benjamin Wright of The University of Chicago in the period from January 1966 to July 1967. This correspondence reveals their struggle to operationalize a unidimensional measurement model with sufficient statistics for responses in a set of ordered…

Descriptors: Statistics, Item Response Theory, Rating Scales, Mathematical Models

Tran, Ulrich S.; Formann, Anton K. – Educational and Psychological Measurement, 2009

Parallel analysis has been shown to be suitable for dimensionality assessment in factor analysis of continuous variables. There have also been attempts to demonstrate that it may be used to uncover the factorial structure of binary variables conforming to the unidimensional normal ogive model. This article provides both theoretical and empirical…

Descriptors: Simulation, Factor Analysis, Correlation, Evaluation Methods

Liu, Yan; Zumbo, Bruno D. – Educational and Psychological Measurement, 2007

The impact of outliers on Cronbach's coefficient [alpha] has not been documented in the psychometric or statistical literature. This is an important gap because coefficient [alpha] is the most widely used measurement statistic in all of the social, educational, and health sciences. The impact of outliers on coefficient [alpha] is investigated for…

Descriptors: Psychometrics, Computation, Reliability, Monte Carlo Methods

Wilcox, Rand R. – Educational and Psychological Measurement, 2006

Consider the nonparametric regression model Y = m(X)+ [tau](X)[epsilon], where X and [epsilon] are independent random variables, [epsilon] has a median of zero and variance [sigma][squared], [tau] is some unknown function used to model heteroscedasticity, and m(X) is an unknown function reflecting some conditional measure of location associated…

Descriptors: Nonparametric Statistics, Mathematical Models, Regression (Statistics), Probability

Graham, James M. – Educational and Psychological Measurement, 2006

Coefficient alpha, the most commonly used estimate of internal consistency, is often considered a lower bound estimate of reliability, though the extent of its underestimation is not typically known. Many researchers are unaware that coefficient alpha is based on the essentially tau-equivalent measurement model. It is the violation of the…

Descriptors: Models, Test Theory, Reliability, Structural Equation Models

Rupp, Andre A.; Zumbo, Bruno D. – Educational and Psychological Measurement, 2004

Based on seminal work by Lord and Hambleton, Swaminathan, and Rogers, this article is an analytical, graphical, and conceptual reminder that item response theory (IRT) parameter invariance only holds for perfect model fit in multiple populations or across multiple conditions and is thus an ideal state. In practice, one attempts to quantify the…

Descriptors: Correlation, Item Response Theory, Statistical Analysis, Evaluation Methods

Peer reviewed

Enders, Craig K. – Educational and Psychological Measurement, 2001

Examined the performance of a recently available full information maximum likelihood (FIML) estimator in a multiple regression model with missing data using Monte Carlo simulation and considering the effects of four independent variables. Results indicate that FIML estimation was superior to that of three ad hoc techniques, with less bias and less…

Descriptors: Estimation (Mathematics), Mathematical Models, Maximum Likelihood Statistics, Monte Carlo Methods

Peer reviewed

van Prooijen, Jan-Willem; van der Kloot, Willem A. – Educational and Psychological Measurement, 2001

Assessed the extent to which results in exploratory factor analysis (EFA) studies can be replicated by confirmatory factor analysis in the same sample. Used 10 factor structures drawn from the literature. Results show that confirmatory factor models in which all low EFA pattern coefficients were fixed to zero fitted especially poorly. (SLD)

Descriptors: Factor Structure, Mathematical Models

Peer reviewed

Ferrando, Pere J.; Lorenzo-Seva, Urbano – Educational and Psychological Measurement, 2001

Describes a Windows program for checking the suitability of unidimensional logistic item response models for binary and ordered polytomous responses with respect to a given set of data. The program is based on predicting the observed test score distributions from the item characteristic curves. (SLD)

Descriptors: Computer Software, Item Response Theory, Mathematical Models, Prediction

Peer reviewed

Tate, Richard – Educational and Psychological Measurement, 2000

Investigated the robustness of the group-level polytomous Item Response Theory model to violations of assumptions of school-level normality and within-school normality and constant variance with eight large simulated case samples. Discusses the precision obtained in estimating school ability. (SLD)

Descriptors: Ability, Case Studies, Elementary Secondary Education, Estimation (Mathematics)

Peer reviewed

Huitema, Bradley E.; McKean, Joseph W. – Educational and Psychological Measurement, 2000

Presents examples of egregious errors of interpretation in time-series intervention models and makes recommendations regarding the correct specification of the design matrix. Discusses the profound effects of variants of the slope change variable in the design matrix. (SLD)

Descriptors: Intervention, Mathematical Models, Research Design

Peer reviewed

Linn, Robert L. – Educational and Psychological Measurement, 1971

Descriptors: Educational Environment, Educational Finance, Evaluation Methods, Expenditure per Student