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Showing 1 to 15 of 99 results Save | Export
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Rehfeld, David M.; Padgett, R. Noah – Journal of Psychoeducational Assessment, 2019
This article presents a review of the Comprehensive Assessment of Spoken Language--Second Edition (CASL-2), in which reliability, utility, and validity are analyzed and discussed. Some limited recommendations for practice are made based on a review of the information provided by the publisher for clinicians.
Descriptors: Oral Language, Language Tests, Receptive Language, Expressive Language
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Salmani Nodoushan, Mohammad Ali – Online Submission, 2020
Language testing has witnessed three major trends in the 1990s: theoretical, methodological, and analytical. Theoretically, emphasis has been placed on the further understanding of the construct of language proficiency. Methodologically, there has been an outburst of interest in language performance testing and the promotion of the professional…
Descriptors: Test Construction, Test Use, Psychometrics, Item Response Theory
Flory, Michael; Sun, Chris – CNA Corporation, 2017
The Every Student Succeeds Act (ESSA) provides greater flexibility in state accountability systems than did previous federal legislation. In response, many states continue to refine their accountability systems to include college readiness tests, including college admissions and placement exams. This paper summarizes perspectives of K-12…
Descriptors: College Readiness, College Entrance Examinations, Student Placement, Educational Legislation
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Rahn, Rhonda N.; Pruitt, Buster; Goodson, Patricia – Journal of American College Health, 2016
Objective: To analyze the literature in which researchers have utilized the National College Health Assessment (NCHA) I or the NCHA II. Participants and Methods: The authors selected peer-reviewed articles published between 2004 and July 2013 utilizing a single search term: National College Health Assessment. Articles were assessed for instrument…
Descriptors: Literature Reviews, College Students, Health, National Surveys
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Hatala, Rose; Cook, David A.; Brydges, Ryan; Hawkins, Richard – Advances in Health Sciences Education, 2015
In order to construct and evaluate the validity argument for the Objective Structured Assessment of Technical Skills (OSATS), based on Kane's framework, we conducted a systematic review. We searched MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, Web of Science, Scopus, and selected reference lists through February 2013. Working in duplicate, we selected…
Descriptors: Measures (Individuals), Test Validity, Surgery, Skills
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Rios, Joseph A.; Sireci, Stephen G. – International Journal of Testing, 2014
The International Test Commission's "Guidelines for Translating and Adapting Tests" (2010) provide important guidance on developing and evaluating tests for use across languages. These guidelines are widely applauded, but the degree to which they are followed in practice is unknown. The objective of this study was to perform a…
Descriptors: Guidelines, Translation, Adaptive Testing, Second Languages
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Bennett, Jessica G.; Gardner, Ralph, III; Rizzi, Gleides Lopes – American Annals of the Deaf, 2013
Strong correlations exist between signed and/or spoken English and the literacy skills of deaf and hard of hearing students. Assessments that are both valid and reliable are key for researchers and practitioners investigating the signed and/or spoken English skills of signing populations. The authors conducted a literature review to explore which…
Descriptors: Deafness, Hearing Impairments, Sign Language, Language Skills
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Stenlund, Tova – Assessment & Evaluation in Higher Education, 2010
The process of giving official acknowledgment to formal, informal and non-formal prior learning is commonly labelled as assessment, accreditation or recognition of prior learning (APL), representing a practice that is expanding in higher education in many countries. This paper focuses specifically on the assessment part of APL, which undoubtedly…
Descriptors: Higher Education, Validity, Prior Learning, Program Effectiveness
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Linn, Robert L.; Hastings, C. Nicholas – Journal of Educational Measurement, 1984
Using predictive validity studies of the Law School Admissions Test (LSAT) and the undergraduate grade-point average (UGPA), this study examined the large variation in the magnitude of the validity coefficients across schools. LSAT standard deviation and correlation between LSAT and UGPA accounted for 58.5 percent of the variability. (Author/EGS)
Descriptors: Academic Achievement, College Applicants, College Entrance Examinations, Grade Point Average
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Meyer, Gregory J. – Psychological Assessment, 1997
In reply to criticism of the Rorschach Comprehensive System (CS) by J. Wood, M. Nezworski, and W. Stejskal (1996), this article presents a meta-analysis of published data indicating that the CS has excellent chance-corrected interrater reliability. It is noted that the erroneous assumptions of Wood et al. make their assertions about validity…
Descriptors: Interrater Reliability, Meta Analysis, Test Use, Test Validity
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Wood, James M.; Nezworski, M. Teresa; Stejskal, William J. – Psychological Assessment, 1997
G. Meyer (1997) attempts to refute the present authors' criticisms of the interrater reliability of the Rorschach Comprehensive System (CS) but misrepresents their position and offers a flawed meta-analysis in support of his own. Rorschach proponents need to undertake high-quality replicated studies of CS reliability and validity. (SLD)
Descriptors: Interrater Reliability, Meta Analysis, Test Use, Test Validity
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Meyer, Gregory J. – Psychological Assessment, 1997
Replies to Wood et al. and documents limitations of their conclusions about the Rorschach Comprehensive System (CS), supporting Meyer's own meta-analysis, which finds adequate interrater reliability for the CS. (SLD)
Descriptors: Interrater Reliability, Meta Analysis, Test Use, Test Validity
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Vieweg, Bruce W.; Hedlund, James L. – Journal of Clinical Psychology, 1984
Describes the Psychological Screening Inventory, a relatively brief, easy to administer, and score screening instrument. A comprehensive review of the empirical literature suggests moderate reliability, generally stable factor structure, and adequate validity, particularly for use with college undergraduates, with reformatory and prison inmates,…
Descriptors: Literature Reviews, Psychological Testing, Screening Tests, Test Use
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Glutting, Joseph J. – Journal of School Psychology, 1989
Introduces Stanford-Binet Intelligence Scale-Fourth Edition (SB4) as an attempt to revitalize Stanford-Binet by maintaining links with previous editions while simultaneously incorporating more recent developments found in other popular tests of intelligence. Discusses the SB4's theoretical foundation, materials and administration, scaling,…
Descriptors: Intelligence Tests, Models, Test Reliability, Test Use
Ruble, Thomas L.; Stout, David E. – 1994
This paper reviews and critically evaluates the psychometric properties of Kolb's Learning Style Inventory (LSI). The LSI was developed originally in the 1970s (Kolb, 1976a) and was revised in the 1980s (Kolb, 1985). Although the LSI has been very popular, extensive evidence available in the published literature indicates that both the original…
Descriptors: Cognitive Style, Construct Validity, Learning, Psychometrics
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