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Peer reviewedHaertel, Edward – Journal of Educational Measurement, 1984
Multiple-choice reading comprehension items from a conventional, norm-referenced reading comprehension test were successfully analyzed using a simple latent class model. Results support the use of latent class, state mastery models with more heterogenous item pools than has been previously advocated. (Author/PN)
Descriptors: Grade 4, Intermediate Grades, Item Analysis, Latent Trait Theory
