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Shu, Lianghua; Schwarz, Richard D. – Journal of Educational Measurement, 2014
As a global measure of precision, item response theory (IRT) estimated reliability is derived for four coefficients (Cronbach's a, Feldt-Raju, stratified a, and marginal reliability). Models with different underlying assumptions concerning test-part similarity are discussed. A detailed computational example is presented for the targeted…
Descriptors: Item Response Theory, Reliability, Models, Computation
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Shaw, Dale G; And Others – Journal of Educational Measurement, 1987
Information loss occurs when continuous data are grouped in discrete intervals. After calculating the squared correlation coefficients between continuous data and corresponding grouped data for four population distributions, the effects of population distribution, number of intervals, and interval width on information loss and recovery were…
Descriptors: Intervals, Rating Scales, Sampling, Scaling
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Burket, George R. – Journal of Educational Measurement, 1987
This response to the Baglin paper (1986) points out the fallacy in inferring that inappropriate scaling procedures cause apparent discrepancies between medians and means and between means calculated using different units. (LMO)
Descriptors: Norm Referenced Tests, Scaling, Scoring, Statistical Distributions
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Yen, Wendy M. – Journal of Educational Measurement, 1986
Two methods of constucting equal-interval scales for educational achievement are discussed: Thurstone's absolute scaling method and Item Response Theory. Alternative criteria for choosing a scale are contrasted. It is argued that clearer criteria are needed for judging the appropriateness and usefulness of alternative scaling procedures.…
Descriptors: Achievement Tests, Latent Trait Theory, Mathematical Models, Scaling