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Factor Structure and Measurement Invariance of the Self-Discipline Model Using the Different-Length Questionnaires: Application of Multiple Matrix Sampling
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Damrongpanit, Suntonrapot – Universal Journal of Educational Research, 2019
The purposes of this study were to test the structural validity and to test the parameters invariance of the self-discipline measurement model for good student citizenship among the models, using the data from the 1,047 complete questionnaires and the reducing length questionnaires with multiple matrix sampling technique. The sample size of this…
Descriptors: Factor Structure, Questionnaires, Test Length, Citizenship
Modeling Booklet Effects for Nonequivalent Group Designs in Large-Scale Assessment
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Hecht, Martin; Weirich, Sebastian; Siegle, Thilo; Frey, Andreas – Educational and Psychological Measurement, 2015
Multiple matrix designs are commonly used in large-scale assessments to distribute test items to students. These designs comprise several booklets, each containing a subset of the complete item pool. Besides reducing the test burden of individual students, using various booklets allows aligning the difficulty of the presented items to the assumed…
Descriptors: Measurement, Item Sampling, Statistical Analysis, Models
Sampling Knowledge and Understanding: How Long Should a Test Be?
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Burton, Richard F. – Assessment & Evaluation in Higher Education, 2006
Many academic tests (e.g. short-answer and multiple-choice) sample required knowledge with questions scoring 0 or 1 (dichotomous scoring). Few textbooks give useful guidance on the length of test needed to do this reliably. Posey's binomial error model of 1932 provides the best starting point, but allows neither for heterogeneity of question…
Descriptors: Item Sampling, Tests, Test Length, Test Reliability
The Evaluation of a Model for the Assessment of Class Progress.
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Upp, Caroline M.; Barcikowski, Robert S. – 1981
Demands for more complete information on educational programs have emanated from national, state and local sources. Their focus is on the processes that are occurring in individual classrooms. The information that is collected to provide insight into educational programs is customarily summative in nature, answering, for example, questions…
Descriptors: Academic Achievement, Attitude Measures, Cognitive Measurement, Evaluation Methods
Construction and Use of Criterion-Referenced Tests in Program Evaluation Studies. Laboratory of Psychometric and Evaluation Research Report No. 102.
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Gifford, Janice A.; Hambleton, Ronald K. – 1980
Technical considerations associated with item selection and reliability assessment are considered in relation to criterion-referenced tests constructed to provide group information. The purpose is to emphasize test building and the evaluation of test scores in program evaluation studies. It is stressed that an evaluator employ a performance or…
Descriptors: Criterion Referenced Tests, Group Testing, Item Sampling, Models
Domain-Referenced Testing.
Hively, Wells, Ed. – 1974
The central assumption in domain-referenced testing (DRT), as presented in this book, is that a domain may be determined which adequately represents a particular universe of knowledge. After a domain has been established, the technological and practical problem of using domain-referenced testing must be solved. This book contains a collection of…
Descriptors: Accountability, Behavior Change, Behavioral Objectives, Criterion Referenced Tests