Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Canadian Journal of School… | 1 |
| Journal of Education and… | 1 |
| National Center for Education… | 1 |
| Oxford Review of Education | 1 |
| Policy Analysis for… | 1 |
| Research Papers in Education | 1 |
Author
| Barford, Sean W. | 1 |
| Chamberlain, Suzanne | 1 |
| Dombrowski, Stefan C. | 1 |
| Gardner, John | 1 |
| Harris, Douglas N. | 1 |
| Janzen, Troy M. | 1 |
| Keaton, Patrick | 1 |
| Kelecioglu, Hülya | 1 |
| Kogar, Esin Yilmaz | 1 |
| Krawchuk, Lindsey L. | 1 |
| Liu, Fei | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 4 |
| Numerical/Quantitative Data | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Secondary Education | 6 |
| Higher Education | 2 |
| Postsecondary Education | 1 |
Audience
Location
| American Samoa | 1 |
| California | 1 |
| District of Columbia | 1 |
| Guam | 1 |
| Northern Mariana Islands | 1 |
| Puerto Rico | 1 |
| United Kingdom | 1 |
| United Kingdom (England) | 1 |
| United States | 1 |
| Virgin Islands | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textKogar, Esin Yilmaz; Kelecioglu, Hülya – Journal of Education and Learning, 2017
The purpose of this research is to first estimate the item and ability parameters and the standard error values related to those parameters obtained from Unidimensional Item Response Theory (UIRT), bifactor (BIF) and Testlet Response Theory models (TRT) in the tests including testlets, when the number of testlets, number of independent items, and…
Descriptors: Item Response Theory, Models, Mathematics Tests, Test Items
Direct linkChamberlain, Suzanne – Research Papers in Education, 2013
This paper presents the findings of a study designed to explore qualification users' perceptions and experiences of reliability in the context of national assessment outcomes in England. The study consisted of 17 focus groups conducted across six sectors of qualification users: students, teachers, trainee teachers, job-seekers, employers and…
Descriptors: Qualifications, Test Reliability, Foreign Countries, Focus Groups
Gardner, John – Oxford Review of Education, 2013
Evidence from recent research suggests that in the UK the public perception of errors in national examinations is that they are simply mistakes; events that are preventable. This perception predominates over the more sophisticated technical view that errors arise from many sources and create an inevitable variability in assessment outcomes. The…
Descriptors: Educational Assessment, Public Opinion, Error of Measurement, Foreign Countries
Keaton, Patrick; Sable, Jennifer; Liu, Fei – National Center for Education Statistics, 2012
This revised data file includes corrections that were provided to NCES as a result of a special collection effort designed to address data quality issues found in the 1a release of this file. In May 2012, NCES became aware of data errors for key data items for several schools on the published version of the SY 2009-10 school file; in some cases…
Descriptors: School Statistics, Data Collection, Documentation, Error Patterns
Mrazik, Martin; Janzen, Troy M.; Dombrowski, Stefan C.; Barford, Sean W.; Krawchuk, Lindsey L. – Canadian Journal of School Psychology, 2012
A total of 19 graduate students enrolled in a graduate course conducted 6 consecutive administrations of the Wechsler Intelligence Scale for Children, 4th edition (WISC-IV, Canadian version). Test protocols were examined to obtain data describing the frequency of examiner errors, including administration and scoring errors. Results identified 511…
Descriptors: Intelligence Tests, Intelligence, Statistical Analysis, Scoring
Harris, Douglas N. – Policy Analysis for California Education, PACE (NJ3), 2010
In this policy brief, the author explores the problems with attainment measures when it comes to evaluating performance at the school level, and explores the best uses of value-added measures. These value-added measures, the author writes, are useful for sorting out-of-school influences from school influences or from teacher performance, giving…
Descriptors: Principals, Observation, Teacher Evaluation, Measurement Techniques
