NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Assessing Validity of Measurement in Learning Disabilities Using Hierarchical Generalized Linear Modeling: The Roles of Anxiety and Motivation
Peer reviewed Peer reviewed
Direct linkDirect link
Sideridis, Georgios D. – Educational and Psychological Measurement, 2016
The purpose of the present studies was to test the hypothesis that the psychometric characteristics of ability scales may be significantly distorted if one accounts for emotional factors during test taking. Specifically, the present studies evaluate the effects of anxiety and motivation on the item difficulties of the Rasch model. In Study 1, the…
Descriptors: Learning Disabilities, Test Validity, Measures (Individuals), Hierarchical Linear Modeling
The Predictive Validity of the Raven Progressive Matrices with Some Nigerian Children.
Peer reviewed Peer reviewed
Ogunlade, James O. – Educational and Psychological Measurement, 1978
The scores of 537 14-year-old students in Nigeria on the Raven Progressive Matrices were correlated with their scores on an achievement test, to provide an estimate of the predictive validity of the Raven. Results indicated low validity for this usage. (Author/JKS)
Descriptors: Academic Achievement, Aptitude Tests, Foreign Countries, High School Students
Concurrent Validation of AH2 as a Brief Measure of Intelligence in Canadian University Students.
Peer reviewed Peer reviewed
Helmes, Edward – Educational and Psychological Measurement, 1987
Canadian undergraduate students were administered the British general ability test, AH2, along with a multiple-choice vocabulary test and the Standard Progressive Matrices, a nonverbal ability test. Scores were compared with British norms and intercorrelated with those of the other two tests. Correlations with the other ability tests were low.…
Descriptors: Academic Ability, Comparative Testing, Concurrent Validity, Foreign Countries
Raven's Progressive Matrices as Applied to Iranian Children
Peer reviewed Peer reviewed
Baraheni, M. Naghi – Educational and Psychological Measurement, 1974
Descriptors: Cross Cultural Studies, Elementary Secondary Education, Foreign Students, Intelligence Tests
Validity of the Standard Progressive Matrices as a Predictor of Achievement of Sixth and Seventh Grade Students.
Peer reviewed Peer reviewed
Powers, Stephen; And Others – Educational and Psychological Measurement, 1986
The predictive validity of the Standard Progressive Matrices (SPM) was examined with a sample of 212 sixth-grade students and 214 seventh-grade students. Correlation coefficients between the SPM and the California Achievement Tests of Reading, Language, and Mathematics ranged from .34 to .60. (Author/LMO)
Descriptors: Abstract Reasoning, Academic Achievement, Cognitive Ability, Cognitive Tests
The Factorial Structure of the Raven Coloured Progressive Matrices Test
Peer reviewed Peer reviewed
Wiedl, Karl Heinz; Carlson, Jerry S. – Educational and Psychological Measurement, 1976
Factor analysis of an administration of the Raven Progressive Matrices Test to children in grades 1, 2, and 3 revealed three orthogonal factors interpreted as (1) concrete and abstract reasoning, (2) continuous and discrete pattern completion, and (3) pattern completion through disclosure. Results are discussed in several contexts. (RC)
Descriptors: Age, Elementary School Students, Factor Analysis, Factor Structure
Improving Validity by Testing for Competence: Refinement of a Paradigm and Its Application to the Hearing-Impaired.
Peer reviewed Peer reviewed
Dillon, Ronna F. – Educational and Psychological Measurement, 1979
The Raven Coloured Progressive Matrices and a Piagetian battery were administered to a sample of hearing-impaired elementary school children under six different conditions. Results indicated that scores varied as a function of the degree and type of feedback or elaboration. (JKS)
Descriptors: Cognitive Measurement, Developmental Stages, Educational Testing, Elementary Education