The practice of individual assessment has been moving toward the empirically derived Cattell-Horn-Carroll (CHC) theory of intellectual ability, which offers a hierarchical taxonomy of cognitive abilities. Current assessment tools provide varying adherence to operationalizing CHC theory, making clinical inference difficult. Expert consensus…

Using the example of responses from civil engineering students at a very highly ranked participating university, this guide demonstrates the importance of comparative data when using student questionnaire data for undergraduate academic program review. It also emphasizes the advantage of using factor structures for better questionnaire-based…

Following an exploratory factor analysis, factor scores may be computed and used in subsequent analyses. Factor scores are composite variables which provide information about an individual's placement on the factor(s). This article discusses popular methods to create factor scores under two different classes: refined and non-refined. Strengths and…

In this article, I specify a conceptual framework for test validity research on content assessments taken by English language learners (ELLs) in U.S. schools in grades K-12. This framework is modeled after one previously delineated by Willingham et al. (1988), which was developed to guide research on students with disabilities. In this framework…

This paper discusses the theoretical scope and practical applicability of generalizability (G) theory through the principle of symmetry. Major ideas are summarized and factors hindering applications of G theory in research conducted in French-speaking Europe are presented. The principle of symmetry affirms that any factor of a design can be…

Explores the four-step procedure for testing structural equation models and outlines some problems with the approach advocated by L. Hayduk and D. Glaser (2000) and S. Mulaik and R. Milsap (2000). Questions the idea that there is a "correct" number of constructs for a given phenomenon. (SLD)

Focuses on the four-step method (four nested models) of structural equation modeling advocated by S. Mulaik (1997, 1998), discussing the limitations of the approach and considering the tests and criteria to be used in moving among the four steps. (SLD)

Defends the four-step approach to structural equation modeling based on testing sequences of models and points out misunderstandings of opponents of the approach. The four-step approach allows the separation of respective constraints within a structural equation model. (SLD)

Neither the four-step model nor the one-step procedure can actually tell whether the researcher has the right number of factors in structural equation modeling. In fact, for reasons discussed, a simple formulaic approach to the correct specification of models does not yet exist. (SLD)

Examines some positions in various arguments related to the proper number of factors and proper number of steps when using structural equation models. Defines the issue in estimating structural equation models as a problem of specifying a model appropriately based on theoretical concerns and then diagnosing ills in the model as well as possible.…

The central objective of factor analysis is to explain the greatest amount of variance in a data set with the smallest number of factors. Higher-order analysis is an invaluable tool that offers the benefit of parsimony provided by first-order analysis with the opportunity to make data-based generalizations beyond the first-order. Higher-order…

Discusses issues related to model evaluation in structural equation modeling. Supports nested model comparisons via sequential chi-square difference tests as consistent with the four-step approach to model evaluation when models of the factor analytic simultaneous equation type are entertained. (Author/SLD)

Clinicians and other professionals evaluating, managing, and treating sexually abusive youth are frequently called upon to offer judgments regarding risk for sexual reoffense. There are currently no empirically validated methods for accurately classifying risk among this population. Therefore, those faced with this task have an obligation to…

The latent structure, reliability, and item discrimination of 33 items on a Centers for Disease Control (CDC) instrument representing knowledge, attitudes, and beliefs about the acquired immune deficiency syndrome (AIDS) were assessed. The study sample included 311 adolescents ranging from ages 12 to 19 years. Demographic characteristics of the…