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Stephen L. Wright; Michael A. Jenkins-Guarnieri – Journal of Psychoeducational Assessment, 2024
The current study sought out to advance the Social Self-Efficacy and Social Outcome Expectations scale using multiple approaches to scale development. Data from 583 undergraduate students were used in two scale development approaches: Classic Test Theory (CTT) and Item Response Theory (IRT). Confirmatory factor analysis suggested a 2-factor…
Descriptors: Measures (Individuals), Expectation, Self Efficacy, Item Response Theory
Yasar, Metin – International Journal of Assessment Tools in Education, 2019
The main purpose of this study is to develop a perceived stress scale based on Classical Test Theory (CTT) and Graded Response Model (GRM); to compare the parameters of the items in the scale that are tried to be developed according to both models, and to determine under which theory the measurement tool produces more reliable and valid results…
Descriptors: Affective Measures, Anxiety, Test Theory, Test Construction
Vangrieken, Katrien; Boon, Anne; Dochy, Filip; Kyndt, Eva – Frontline Learning Research, 2017
The current gap between traditional team research and research focusing on non-strict teams or groups such as teacher teams hampers boundary-crossing investigations of and theorising on teamwork and collaboration. The main aim of this study includes bridging this gap by proposing a continuum-based team concept, describing the distinction between…
Descriptors: Teamwork, Teacher Researchers, Teacher Collaboration, Questionnaires

Griffiths, H. B.; McLone, R. R. – Educational Studies in Mathematics, 1984
Results obtained when a procedure for assessing the questions on uniersity mathematics examinations to see what skills were needed for their solution are given for a sample of 1400 questions set during 1976 in 10 British universities. The method is a way of focusing rational argument. (MNS)
Descriptors: College Mathematics, Higher Education, Mathematics Instruction, Test Construction
Hayford, Paul D.; Salter, Ruth – 1978
Reading comprehension involves a number of distinctly different intellectual skills that can be assessed if the proper techniques are employed. As part of a reading assessment system, two measures of literal comprehension were developed: the Literal Comprehension Details Test (LCDT) and the Paraphrase Reading Test (PRT). Both the LCDT and the PRT…
Descriptors: Measurement Techniques, Reading Comprehension, Reading Tests, Test Construction

Collis, Kevin F.; And Others – Journal for Research in Mathematics Education, 1986
Described are procedures followed in developing, administering, and scoring a set of mathematical problem-solving superitems and examining their construct validity through a recently developed evaluation technique associated with a taxonomy of the structure of learned outcomes. Data strongly support the validity of the underlying theoretical…
Descriptors: Educational Research, Elementary Secondary Education, Mathematics Education, Problem Solving
Todd, Amelia B. – 1983
An achievement test for the secondary school vocational electricity programs in South Carolina was constructed by a research coordinating unit (RCU) project. A trade and industrial supervisor and consultant, three electricity instructors, and four industry representatives comprised an advisory committee that participated in its development. Three…
Descriptors: Achievement Tests, Electricity, Multiple Choice Tests, Objective Tests
Warfel, Katherine Ann – 1984
The goal of test design is to devise an instrument that will provide a stable and accurate assessment of student ability in some area. One means of reaching this goal is through the use of latent trait models, which determine the relationship between the unobservable trait or ability and the observable test performance. Three common latent trait…
Descriptors: Educational Research, Item Analysis, Latent Trait Theory, Measurement Techniques
Barnard, Jane; Thompson, Julie – 2000
This evaluation manual is a response to requests of education and training organizations for a practical methodology with tools to evaluate information and communications technology (ICT) projects and use of information and learning technologies in teaching and learning in Great Britain. Section 1 describes evaluation methodologies, the evaluation…
Descriptors: Adult Education, Communications, Computer Assisted Testing, Developed Nations