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Finch, Holmes – Journal of Educational Measurement, 2006
Nonlinear factor analysis is a tool commonly used by measurement specialists to identify both the presence and nature of multidimensionality in a set of test items, an important issue given that standard Item Response Theory models assume a unidimensional latent structure. Results from most factor-analytic algorithms include loading matrices,…
Descriptors: Test Items, Simulation, Factor Structure, Factor Analysis
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Brown, Steven R. – Journal of Educational Measurement, 1971
Results indicate that factor types in Q-technique studies will be considerably more influenced by ordering preferences than they will be by distribution preferences. (AG)
Descriptors: Correlation, Factor Structure, Measurement Techniques, Nonparametric Statistics
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Cattell, Raymond B.; Horn, John L. – Journal of Educational Measurement, 1978
A battery of 16 newly devised tests intended as measures of "fluid" intelligence were administered, together with a number of other measures, and factor analyzed separately for a sample of Black children and a sample of White children. The results were judged to confirm the construct of fluid intelligence. (CTM)
Descriptors: Factor Structure, Intelligence, Intelligence Tests, Junior High Schools
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Rossman, B. B.; Horn, J. L. – Journal of Educational Measurement, 1972
The evidence of this study suggests that it is useful to think of creativity and intelligence as the outgrowths of distinct (although overlapping) sets of influences, even when this is not well indicated by discriminant-convergent validation analyses carried out with respect to tests (in contrast to factors). (Authors)
Descriptors: Ability Identification, Behavior Rating Scales, Conceptual Schemes, Creativity
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Seddon, G. M.; And Others – Journal of Educational Measurement, 1981
In a Monte Carlo simulation, a methodology was developed to investigate the existence of radex properties among objective test items. In an experiment with items covering four categories of Bloom's cognitive domain taxonomy, the items did not have the factorial properties of a radex with four levels of complexity. (Author/BW)
Descriptors: Correlation, Error of Measurement, Factor Analysis, Factor Structure
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O'Sullivan, Maureen; Guilford, J. P. – Journal of Educational Measurement, 1975
Demonstrates the existence of six factors of social intelligence dealing with understanding other people's thoughts, feelings, and intentions. Called factors of "behavioral cognition", they refer only to the abilities to cognize or understand behavior and not to other abilities which might more broadly and inclusively be termed…
Descriptors: Auditory Tests, Cognitive Tests, Factor Analysis, Factor Structure
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Marsh, Herbert W. – Journal of Educational Measurement, 1987
This investigation tested the ability of an a priori hierarchical structure of self-concept derived from the Shavelson model to explain responses to the Self Description Questionnaire (SDQ) III, and demonstrated the application and problems with the use of hierarchical confirmatory factor analysis (HCFA). (Author/JAZ)
Descriptors: Factor Analysis, Factor Structure, Goodness of Fit, Mathematical Models
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Sontag, Marvin; Pedhazur, Elazar – Journal of Educational Measurement, 1972
Study investigated the factorial congruence of Kerlinger's Educational Attitudes Scales and Oliver and Butcher's Survey of Opinions About Education. (MB)
Descriptors: Comparative Analysis, Congruence, Educational Attitudes, Factor Analysis
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Embretson, Susan E. – Journal of Educational Measurement, 1996
Comparison of the correlates of two spatial ability tests that used the same item type but different test design principles (cognitive design versus psychometric design) indicated differences in the factorial complexity of the two tests. For the sample of 209 undergraduates, the impact of verbal abilities was substantially reduced by applying the…
Descriptors: Cognitive Processes, Correlation, Factor Structure, Higher Education
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Marsh, Herbert W.; O'Neill, Rosalie – Journal of Educational Measurement, 1984
The Self-Description Questionnaire III (SDQ III) was designed to measure 13 factors of self-concept. The reliabilities of the factors were high, and correlations among them were low. Academic achievement measures in language and mathematics were correlated with self-concepts in the same areas but not with other self-concept factors. (Author/DWH)
Descriptors: Correlation, Factor Structure, Higher Education, Self Concept
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Hanna, Gila – Journal of Educational Measurement, 1984
The validity of a comparison of mean test scores for two groups and of a longitudinal comparison of means within each group is assessed. Using LISREL, factor analyses are used to test the hypotheses of similar factor patterns, equal units of measurement, and equal measurement accuracy between groups and across time. (Author/DWH)
Descriptors: Achievement Tests, Comparative Analysis, Data Analysis, Factor Analysis
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Dorans, Neil J.; Kingston, Neal M. – Journal of Educational Measurement, 1985
Since The Graduate Record Examination-Verbal measures two factors (reading comprehension and discrete verbal ability), the unidimensionality of item response theory is violated. The impact of this violation was examined by comparing three ability estimates: reading, discrete, and all verbal. Both dimensions were highly correlated; the impact was…
Descriptors: College Entrance Examinations, Factor Structure, Graduate Study, Higher Education
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Schurr, K. Terry; Henriksen, L. W. – Journal of Educational Measurement, 1983
Using three different forms of a 61-item administrator/supervisor questionnaire, the effects of both order and grouping were examined in separate analyses. For low-inference type items, factor structures obtained from survey data appear to be affected by item order, and, to a lesser extent, by grouping items. (Author/PN)
Descriptors: Administrator Attitudes, Elementary Secondary Education, Error of Measurement, Factor Structure
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Valencia, Richard R.; Rankin, Richard J. – Journal of Educational Measurement, 1986
Factor analyses of the Kaufman Assessment Battery for Children (K-ABC) were performed on separate groups of Anglo (n=100) and Mexican-American (n=100) fifth-grade children to determine the comparability of underlying structures and to examine the existence of possible bias in construct validity of the K-ABC for each group. (Author/LMO)
Descriptors: Achievement Tests, Cognitive Processes, Elementary Education, Factor Analysis
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Abeles, Harold F. – Journal of Educational Measurement, 1973
Results of the investigation suggest that the facet-factorial approach can be an effective technique for the construction of rating scales to measure complex behavior such as music performance. (Author)
Descriptors: Behavior Rating Scales, Behavioral Objectives, Factor Structure, Measurement Objectives
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