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Seyma Erbay Mermer – Pegem Journal of Education and Instruction, 2024
This study aims to compare item and student parameters of dichotomously scored multidimensional constructs estimated based on unidimensional and multidimensional Item Response Theory (IRT) under different conditions of sample size, interdimensional correlation and number of dimensions. This research, conducted with simulations, is of a basic…
Descriptors: Item Response Theory, Correlation, Error of Measurement, Comparative Analysis
Stefanie A. Wind; Yangmeng Xu – Educational Assessment, 2024
We explored three approaches to resolving or re-scoring constructed-response items in mixed-format assessments: rater agreement, person fit, and targeted double scoring (TDS). We used a simulation study to consider how the three approaches impact the psychometric properties of student achievement estimates, with an emphasis on person fit. We found…
Descriptors: Interrater Reliability, Error of Measurement, Evaluation Methods, Examiners
Pere J. Ferrando; David Navarro-González; Fabia Morales-Vives – Educational and Psychological Measurement, 2025
The problem of local item dependencies (LIDs) is very common in personality and attitude measures, particularly in those that measure narrow-bandwidth dimensions. At the structural level, these dependencies can be modeled by using extended factor analytic (FA) solutions that include correlated residuals. However, the effects that LIDs have on the…
Descriptors: Scores, Accuracy, Evaluation Methods, Factor Analysis
Lee, Bitna; Sohn, Wonsook – Educational and Psychological Measurement, 2022
A Monte Carlo study was conducted to compare the performance of a level-specific (LS) fit evaluation with that of a simultaneous (SI) fit evaluation in multilevel confirmatory factor analysis (MCFA) models. We extended previous studies by examining their performance under MCFA models with different factor structures across levels. In addition,…
Descriptors: Goodness of Fit, Factor Structure, Monte Carlo Methods, Factor Analysis
Baek, Eunkyeng; Luo, Wen; Henri, Maria – Journal of Experimental Education, 2022
It is common to include multiple dependent variables (DVs) in single-case experimental design (SCED) meta-analyses. However, statistical issues associated with multiple DVs in the multilevel modeling approach (i.e., possible dependency of error, heterogeneous treatment effects, and heterogeneous error structures) have not been fully investigated.…
Descriptors: Meta Analysis, Hierarchical Linear Modeling, Comparative Analysis, Statistical Inference
Montoya, Amanda K.; Edwards, Michael C. – Educational and Psychological Measurement, 2021
Model fit indices are being increasingly recommended and used to select the number of factors in an exploratory factor analysis. Growing evidence suggests that the recommended cutoff values for common model fit indices are not appropriate for use in an exploratory factor analysis context. A particularly prominent problem in scale evaluation is the…
Descriptors: Goodness of Fit, Factor Analysis, Cutting Scores, Correlation
Finch, W. Holmes – Educational and Psychological Measurement, 2020
Exploratory factor analysis (EFA) is widely used by researchers in the social sciences to characterize the latent structure underlying a set of observed indicator variables. One of the primary issues that must be resolved when conducting an EFA is determination of the number of factors to retain. There exist a large number of statistical tools…
Descriptors: Factor Analysis, Goodness of Fit, Social Sciences, Comparative Analysis
Gorgun, Guher; Bulut, Okan – Educational and Psychological Measurement, 2021
In low-stakes assessments, some students may not reach the end of the test and leave some items unanswered due to various reasons (e.g., lack of test-taking motivation, poor time management, and test speededness). Not-reached items are often treated as incorrect or not-administered in the scoring process. However, when the proportion of…
Descriptors: Scoring, Test Items, Response Style (Tests), Mathematics Tests
Beula M. Magimairaj; Philip Capin; Sandra L. Gillam; Sharon Vaughn; Greg Roberts; Anna-Maria Fall; Ronald B. Gillam – Grantee Submission, 2022
Purpose: Our aim was to evaluate the psychometric properties of the online administered format of the Test of Narrative Language--Second Edition (TNL-2; Gillam & Pearson, 2017), given the importance of assessing children's narrative ability and considerable absence of psychometric studies of spoken language assessments administered online.…
Descriptors: Computer Assisted Testing, Language Tests, Story Telling, Language Impairments
Beula M. Magimairaj; Philip Capin; Sandra L. Gillam; Sharon Vaughn; Greg Roberts; Anna-Maria Fall; Ronald B. Gillam – Language, Speech, and Hearing Services in Schools, 2022
Purpose: Our aim was to evaluate the psychometric properties of the online administered format of the Test of Narrative Language--Second Edition (TNL-2; Gillam & Pearson, 2017), given the importance of assessing children's narrative ability and considerable absence of psychometric studies of spoken language assessments administered online.…
Descriptors: Computer Assisted Testing, Language Tests, Story Telling, Language Impairments
Tadesse, Tefera; Gillies, Robyn M.; Campbell, Chris – Education Sciences, 2018
This study tested the construct validity, factorial validity, and measurement invariance of the learning gains scale based on survey responses of a large sample (n = 536) of undergraduate students in two colleges at a university in Ethiopia. The analyses were performed through structural equation modeling technique using the stata 13 data analysis…
Descriptors: Construct Validity, Measurement, Achievement Gains, Undergraduate Students
de Biagi, Natália B.; Celeri, Eloisa H. R. V.; Renshaw, Tyler L. – Journal of Psychoeducational Assessment, 2018
The present study reports on the technical adequacy of a cultural adaptation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with a sample of Brazilian educators (n = 268). Responses to a Brazilian Portuguese version of the TSWQ (TSWQ-BP) indicated a sound two-factor measurement model as well as convergent validity with teachers'…
Descriptors: Well Being, Portuguese, Factor Analysis, Scores
Kim, Weon H. – ProQuest LLC, 2017
The purpose of the present study is to apply the item response theory (IRT) and testlet response theory (TRT) models to a reading comprehension test. This study applied the TRT models and the traditional IRT model to a seventh-grade reading comprehension test (n = 8,815) with eight testlets. These three models were compared to determine the best…
Descriptors: Item Response Theory, Test Items, Correlation, Reading Tests
Lucas-Molina, Beatriz; Sarmento, Renata; Quintanilla, Laura; Giménez-Dasí, Marta – Early Education and Development, 2018
Research Findings: Empathy, or the ability to understand what others are thinking or feeling, can be observed in early developmental stages. The purpose of this study was to validate the Spanish version of the Empathy Questionnaire (EmQue) and examine its longitudinal measurement invariance (LMI) at 2 time points. Parents of 103 children completed…
Descriptors: Spanish, Empathy, Questionnaires, Scores
Johnson, Matthew D.; Galambos, Nancy L.; Finn, Christine; Neyer, Franz J.; Horne, Rebecca M. – Developmental Psychology, 2017
Guided by concepts from a relational developmental perspective, this study examined intra- and interpersonal associations between self-esteem and depressive symptoms in a sample of 1,407 couples surveyed annually across 6 years in the Panel Analysis of Intimate Relations and Family Dynamics (pairfam) study. Autoregressive cross-lagged model…
Descriptors: Self Esteem, Depression (Psychology), Symptoms (Individual Disorders), Interpersonal Relationship