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Bolt, Daniel M.; Liao, Xiangyi – Journal of Educational Measurement, 2021
We revisit the empirically observed positive correlation between DIF and difficulty studied by Freedle and commonly seen in tests of verbal proficiency when comparing populations of different mean latent proficiency levels. It is shown that a positive correlation between DIF and difficulty estimates is actually an expected result (absent any true…
Descriptors: Test Bias, Difficulty Level, Correlation, Verbal Tests
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Gao, Ying; Du, Wanyi – English Language Teaching, 2013
This paper traces 9 non-English major EFL students and collects their oral productions in 4 successive oral exams in 2 years. The canonical correlation analysis approach of SPSS is adopted to study the disfluencies developmental traits under the influence of language acquisition development. We find that as language acquisition develops, the total…
Descriptors: Foreign Countries, College Freshmen, English (Second Language), Oral Language
Dorans, Neil J. – Educational Testing Service, 2010
Santelices and Wilson (2010) claimed to have addressed technical criticisms of Freedle (2003) presented in Dorans (2004a) and elsewhere. Santelices and Wilson's abstract claimed that their study confirmed that SAT[R] verbal items do function differently for African American and White subgroups. In this commentary, I demonstrate that the…
Descriptors: College Entrance Examinations, Verbal Tests, Test Bias, Test Items
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Withagen, Ans; Vervloed, Mathijs P. J.; Janssen, Neeltje M.; Knoors, Harry; Verhoeven, Ludo – British Journal of Visual Impairment, 2009
The Tactual Profile assesses tactual functioning of children with severe visual impairments between 0 and 16 years of age. The Tactual Profile consists of 430 items, measuring tactile skills required for performing everyday tasks at home and in school. Items are graded according to age level and divided into three domains: tactual sensory, tactual…
Descriptors: Intelligence, Visual Impairments, Verbal Tests, Construct Validity
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Allalouf, Avi; Rapp, Joel; Stoller, Reuven – International Journal of Testing, 2009
When a test is adapted from a source language (SL) into a target language (TL), the two forms are usually not psychometrically equivalent. If linking between test forms is necessary, those items that have had their psychometric characteristics altered by the translation (differential item functioning [DIF] items) should be eliminated from the…
Descriptors: Test Items, Test Format, Verbal Tests, Psychometrics
Schrader, William B. – 1984
Each of the three studies in this report examines a different aspect of the basic question of what the four item types (analogies, antonyms, reading comprehension, and sentence completion) on the Scholastic Aptitude Test (SAT) verbal section are measuring and of whether a change in the relative emphasis on the various item types would enhance the…
Descriptors: Achievement Tests, Analogy, Class Rank, College Entrance Examinations