Educational and psychological constructs are normally measured by multifaceted dimensions. The measured construct is defined and measured by a set of related subdomains. A bifactor model can accurately describe such data with both the measured construct and the related subdomains. However, a limitation of the bifactor model is the orthogonality…

Correct dimensionality identification (i.e., a correct decision on the number of factors to retain) is crucial not only in educational and psychological measurement, but also in various fields such as medicine and sociology that use exploratory factor analysis (EFA) in developing theories. However, to date, no single method has been endorsed for…

There has been a steady increase in the use of mixed-format tests, that is, tests consisting of both multiple-choice items and constructed-response items in both classroom and large-scale assessments. This calls for appropriate equating methods for such tests. As Item Response Theory (IRT) has rapidly become mainstream as the theoretical basis for…

This dissertation proposes a new factor-analytic technique for detecting cheating on exams. Person-fit statistics have been developed to assess the extent to which examinees' response patterns are consistent with expectation, with expectation defined in the context of some model. Response patterns that are inconsistent with expectation are said to…

Classification testing has been widely used to make categorical decisions by determining whether an examinee has a certain degree of ability required by established standards. As computer technologies have developed, classification testing has become more computerized. Several approaches have been proposed and investigated in the context of…

Computerized versions of paper-and-pencil tests (PPT) have emerged over the past few decades, and some practitioners are using both formats concurrently. But computerizing a PPT may not yield equivalent scores across the two administration modes. Comparability studies are required to determine if the scores are equivalent before treating them as…

Test-takers can be required to complete a test form, but cannot be forced to demonstrate their knowledge. Even if an authority mandates completion of a test, examinees can still opt to enter responses randomly. When a test has important consequences for individuals, examinees are unlikely to behave this way. However, random responding becomes more…

Many universities implement programs and interventions to increase students' perceived instrumental social support within the classroom setting, yet to date, no measures exist to adequately assess such perceptions. In response to this need, the current research developed an operational definition of instrumental classroom social support and also…

The development, maintenance, and integration of multicultural competence into all aspects of psychologists' work is critical to ethical practice in an increasingly diverse society. Measurement of multicultural competency is critical to investigating the development of multicultural competence and the effectiveness of multicultural competency…

Research suggests that development of the alphabetic principle is a critical factor in learning to recognize words and becoming a successful reader. The alphabetic principle encompasses both the understanding that relationships exist between letters and sounds and the application of these relationships to reading words. This study investigated the…