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Baldwin, Peter; Clauser, Brian E. – Journal of Educational Measurement, 2022
While score comparability across test forms typically relies on common (or randomly equivalent) examinees or items, innovations in item formats, test delivery, and efforts to extend the range of score interpretation may require a special data collection before examinees or items can be used in this way--or may be incompatible with common examinee…
Descriptors: Scoring, Testing, Test Items, Test Format
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Sireci, Stephen G. – Journal of Educational Measurement, 2013
Kane (this issue) presents a comprehensive review of validity theory and reminds us that the focus of validation is on test score interpretations and use. In reacting to his article, I support the argument-based approach to validity and all of the major points regarding validation made by Dr. Kane. In addition, I call for a simpler, three-step…
Descriptors: Validity, Theories, Test Interpretation, Test Use
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Kane, Michael – Journal of Educational Measurement, 2011
Errors don't exist in our data, but they serve a vital function. Reality is complicated, but our models need to be simple in order to be manageable. We assume that attributes are invariant over some conditions of observation, and once we do that we need some way of accounting for the variability in observed scores over these conditions of…
Descriptors: Error of Measurement, Scores, Test Interpretation, Testing
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Garvin, Alfred D. – Journal of Educational Measurement, 1976
A simple, usefully accurate approximation of the standard error of measurement is proposed for use by classroom teachers. An empirical comparison with Lord's approximation indicated that, though not as easy to calculate as Lord's, this approximation is more practical because it is useful at any point in the score distribution. (BW)
Descriptors: Error of Measurement, Estimation (Mathematics), Mathematical Formulas, Statistical Analysis
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Spencer, Bruce D. – Journal of Educational Measurement, 1983
Because test scores are ordinal not cordinal attributes, the average test score often is a misleading way to summarize the scores of a group of individuals. Similarly, correlation coefficients may be misleading summary measures of association between test scores. Proper, readily interpretable, summary statistics are developed from a theory of…
Descriptors: Correlation, Measurement Techniques, Scores, Statistical Analysis
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Lennon, Roger T. – Journal of Educational Measurement, 1975
Reviews the 1974 Standards, an updating serving as a guide to test making and publishing, and training of persons for these endeavors. (DEP)
Descriptors: Educational Testing, Psychological Testing, Scoring, Standards
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Iwanicki, Edward F. – Journal of Educational Measurement, 1980
Five new test batteries are reviewed: California Achievement Tests, Iowa Tests of Basic Skills, Metropolitan Achievement Tests, SRA Achievement Series, and Sequential Tests of Educational Progress. The review covers six basic areas: test administration, norming, test scores, reporting and interpretation, aptitude test considerations, and general…
Descriptors: Achievement Tests, Aptitude Tests, Elementary Secondary Education, Scores
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Diamond, James J. – Journal of Educational Measurement, 1975
Investigates the reliability and validity of scores yielded from a new scoring formula. (Author/DEP)
Descriptors: Guessing (Tests), Multiple Choice Tests, Objective Tests, Scoring
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David, Jane L.; Pelavin, Sol H. – Journal of Educational Measurement, 1978
Gains of students in compensatory education programs are contrasted using fall-to-spring gains as opposed to fall-to-fall gains. Results indicate substantial loss for compensatory education students over the summer. Using fall-to-fall scores is recommended. (JKS)
Descriptors: Academic Achievement, Achievement Gains, Compensatory Education, Elementary Secondary Education