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Direct linkVan Nijlen, Daniel; Janssen, Rianne – Applied Measurement in Education, 2011
The distinction between quantitative and qualitative differences in mastery is essential when monitoring student progress and is crucial for instructional interventions to deal with learning difficulties. Mixture item response theory (IRT) models can provide a convenient way to make the distinction between quantitative and qualitative differences…
Descriptors: Spelling, Indo European Languages, Vowels, Verbal Tests
Peer reviewedRoccas, Sonia; Moshinsky, Avital – Applied Measurement in Education, 2003
Examined factors affecting the difficulty of verbal analogies in a psychometric examination by characterizing 104 analogies using 5 defined attributes. Both knowledge and process attributes were found to contribute to the difficulty of verbal analogies assessed by 10 judges. (SLD)
Descriptors: Analogy, Difficulty Level, Judges, Knowledge Level
Bridgeman, Brent; Cline, Frederick; Hessinger, James – Applied Measurement in Education, 2004
The Graduate Record Examination General Test (GRE) is a measure of academic reasoning abilities that is intended to be a power test in which speed of responding plays at most a minor role. To test this assumption, we experimentally administered both the verbal and quantitative sections of the GRE with standard time limits and with 1.5 times the…
Descriptors: Timed Tests, Graduate Study, Student Evaluation, Scores
