We compared coefficient alpha with five alternatives (omega total, omega RT, omega h, GLB, and coefficient H) in two simulation studies. Results showed for unidimensional scales, (a) all indices except omega h performed similarly well for most conditions; (b) alpha is still good; (c) GLB and coefficient H overestimated reliability with small…

Unidimensionality and local independence are two common assumptions of item response theory. The former implies that all items measure a common latent trait, while the latter implies that responses are independent, conditional on respondents' location on the latent trait. Yet, few tests are truly unidimensional. Unmodeled dimensions may result in…

Psychometric models based on structural equation modeling framework are commonly used in many multiple-choice test settings to assess measurement invariance of test items across examinee subpopulations. The premise of the current article is that they may also be useful in the context of performance assessment tests to test measurement invariance…

The assessment of noncognitive traits is challenging due to possible response biases, "subjectivity" and "faking." Standardized third-party evaluations where an external evaluator rates an applicant on their strengths and weaknesses on various noncognitive traits are a promising alternative. However, accurate score-based…

Large-scale international assessments rely on indicators of the resources that students report having in their homes to capture the financial capital of their families. The scaling methodology currently used to develop the Programme for International Student Assessment (PISA) background indices is designed to maximize within-country comparability…

The definition of what it means to take a test online continues to evolve with the inclusion of a broader range of item types and a wide array of devices used by students to access test content. To assure the validity and reliability of test scores for all students, device comparability research should be conducted to evaluate the impact of…

Equating test forms is an essential activity in standardized testing, with increased importance with the accountability systems in existence through the mandate of Adequate Yearly Progress. It is through equating that scores from different test forms become comparable, which allows for the tracking of changes in the performance of students from…

The psychometric properties and multigroup measurement invariance of scores across subgroups, items, and persons on the "Reading for Meaning" items from the Georgia Criterion Referenced Competency Test (CRCT) were assessed in a sample of 778 seventh-grade students. Specifically, we sought to determine the extent to which score-based…

This study compared the underlying factors measured by a state standards-based grade 4 English-Language Arts (ELA) assessment given to several groups of students. The focus of the research was to gather evidence regarding whether or not the tests measured the same construct or constructs for students without disabilities who took the test under…

The current research demonstrates the effectiveness of using structural equation modeling (SEM) for the investigation of subgroup differences with sparse data designs where not every student takes every item. Simulations were conducted that reflected missing data structures like those encountered in large survey assessment programs (e.g., National…

A primary assumption underlying several of the common methods for modeling item response data is unidimensionality, that is, test items tap into only one latent trait. This assumption can be assessed several ways, using nonlinear factor analysis and DETECT, a method based on the item conditional covariances. When multidimensionality is identified,…

This article introduces a bootstrap generalization to the Modified Parallel Analysis (MPA) method of test dimensionality assessment using factor analysis. This methodology, based on the use of Marginal Maximum Likelihood nonlinear factor analysis, provides for the calculation of a test statistic based on a parametric bootstrap using the MPA…

The importance of defining variables to be put into correlation tables for factor-analytic research into intelligence is discussed. Research on job analysis, task decomposition, performance-related intelligence changes, and cross-cultural differences could be incorporated into definition of variables. (TJH)

The impact of different elementary school curricula (grades three and six) on standardized achievement test scores at item and objective levels, and differences across curricula in generation of item factor loadings were studied. Specific and generally small differences in textbooks within a district were not significant. (TJH)

For 241 normal and 132 gifted fifth graders and 113 normal and 117 gifted seventh graders in Ottawa (Ontario), exploratory and confirmatory factor analyses investigated the factorial validity of the Perceived Competence Scale for Children (PCSC). Overall, the PCSC demonstrated sound psychometric properties. (SLD)