Traditional estimators of reliability such as coefficients alpha, theta, omega, and rho (maximal reliability) are prone to give radical underestimates of reliability for the tests common when testing educational achievement. These tests are often structured by widely deviating item difficulties. This is a typical pattern where the traditional…

This study presents a comparative analysis of classical reliability measures, including Cronbach's alpha, test-retest, and parallel forms reliability, alongside modern psychometric methods such as the Rasch model and Mokken scaling, to evaluate the reliability of C-tests in language proficiency assessment. Utilizing data from 150 participants…

This study presents a modified version of the Korean Elicited Imitation (EI) test, designed to resemble natural spoken language, and validates its reliability as a measure of proficiency. The study assesses the correlation between average test scores and Test of Proficiency in Korean (TOPIK) levels, examining score distributions among beginner,…

To mitigate the potential damaging consequences of rapid guessing (RG), a form of noneffortful responding, researchers have proposed a number of scoring approaches. The present simulation study examines the robustness of the most popular of these approaches, the unidimensional effort-moderated (EM) scoring procedure, to multidimensional RG (i.e.,…

Online learning has grown due to the advancement of technology and flexibility. Online examinations measure students' knowledge and skills. Traditional question papers include inconsistent difficulty levels, arbitrary question allocations, and poor grading. The suggested model calibrates question paper difficulty based on student performance to…

The paper proposes new measures of difficulty and discriminating values of binary items and test consisting of such items and find their relationships including estimation of test error variance and thereby the test reliability, as per definition using cosine similarities. The measures use entire data. Difficulty value of test and item is defined…

The current study uses the Rasch Model to measure lower-secondary school students' critical thinking skills on photosynthesis topics. Critical thinking skills are considered essential in science education, but few valid and practical measurement instruments remain. The current study fills the gap by adapting the instrument from the Watson-Glaser…

It is imperative to collect validity evidence prior to interpreting and using test scores. During the process of collecting validity evidence, test developers should consider whether test scores are contaminated by sources of extraneous information. This is referred to as construct irrelevant variance, or the "degree to which test scores are…

Systems thinking (ST) is an essential competence for future life and biology learning. Appropriate assessment is critical for collecting sufficient information to develop ST in biology education. This research offers an ST framework based on a comprehensive understanding of biological systems, encompassing four skills across three complexity…

Although self-assessment in critical thinking is thought to help students recognise their strengths and weaknesses, the reliability and validity of the assessment tool is still questionable, so a more objective evaluation is needed. Objective of this investigation is to assess the self-assessment tools in evaluating students' critical thinking…

This paper describes the design and evaluation of the Organic chemistry Representational Competence Assessment (ORCA). Grounded in Kozma and Russell's representational competence framework, the ORCA measures the learner's ability to "interpret," "translate," and "use" six commonly used representations of molecular…

The current paper intends to exploit the Many Facet Rasch Model to investigate and compare the impact of situations (items) and raters on test takers' performance on the Written Discourse Completion Test (WDCT) and Discourse Self-Assessment Tests (DSAT). In this study, the participants were 110 English as a Foreign Language (EFL) students at…

Pearson product-moment correlation coefficient between item g and test score X, known as item-test or item-total correlation ("Rit"), and item-rest correlation ("Rir") are two of the most used classical estimators for item discrimination power (IDP). Both "Rit" and "Rir" underestimate IDP caused by the…

This study aims at identifying the effect of multiple-choice test items' difficulty degree on the reliability coefficient and the standard error of measurement depending on the item response theory IRT. To achieve the objectives of the study, (WinGen3) software was used to generate the IRT parameters (difficulty, discrimination, guessing) for four…

This study aims to compare the G and Phi coefficients as estimated by D studies for a measurement tool with the G and Phi coefficients obtained from real cases in which items of differing difficulty levels were added and also to determine the conditions under which the D studies estimated reliability coefficients closer to reality. The study group…