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From Investigating the Alignment of a Priori Item Characteristics Based on the CTT and Four-Parameter Logistic (4-PL) IRT Models to Further Exploring the Comparability of the Two Models
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Agus Santoso; Heri Retnawati; Timbul Pardede; Ibnu Rafi; Munaya Nikma Rosyada; Gulzhaina K. Kassymova; Xu Wenxin – Practical Assessment, Research & Evaluation, 2024
The test blueprint is important in test development, where it guides the test item writer in creating test items according to the desired objectives and specifications or characteristics (so-called a priori item characteristics), such as the level of item difficulty in the category and the distribution of items based on their difficulty level.…
Descriptors: Foreign Countries, Undergraduate Students, Business English, Test Construction
Comparative Analysis of Ontario Senior Division Mathematics Achievement 1968-82.
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Wahlstrom, Merlin; And Others – Canadian Journal of Education, 1986
An important aspect of Ontario's participation in the Second International Study of Mathematics was a comparative analysis of students' mathematics achievement from 1968 to 1982. Achievement levels remained remarkably constant. The problem of declining achievement in the United States was not apparent in this analysis of Ontario students. (LMO)
Descriptors: Achievement Tests, Comparative Testing, Difficulty Level, Foreign Countries
Gender Differences in Performance on Mathematics Items: Evidence from the United States and Thailand.
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Engelhard, George, Jr. – Contemporary Educational Psychology, 1990
The relationship between gender and performance on mathematics items varying in level of cognitive complexity and content was assessed, using 1,789 female and 1,951 male Thai adolescents and 2,040 female and 1,884 male American adolescents. Data suggest that performance relative to both cognitive complexity and content is related to gender. (TJH)
Descriptors: Adolescents, Cognitive Ability, Comparative Testing, Cross Cultural Studies
What Makes Certain Arithmetic Word Problems Involving the Comparison of Sets So Difficult for Children?
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Stern, Elsbeth – Journal of Educational Psychology, 1993
Six experiments with 42 kindergartners, 190 first graders, and 15 second graders in Germany investigated why arithmetic word problems with an unknown reference set are more difficult for children than are problems with an unknown compare set. Lack of access to flexible language use makes these problems so difficult. (SLD)
Descriptors: Arithmetic, Child Development, Cognitive Processes, Comparative Testing
The Logic of Science--For Ninth Graders?
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Meyer, Josef – Studies in Educational Evaluation, 1989
A study of the effectiveness of teaching science to 2 classes of 15 and 20 ninth-graders, respectively, illustrates 5 aspects of educational evaluation: age factors in teachability, test unidimensionality, comparison of 2 classes of students regarding mean ability, objective difficulty of test items, and objective ability of individual students.…
Descriptors: Ability Grouping, Comparative Testing, Difficulty Level, Educational Assessment
The Ability to Structure Acoustic Material as a Measure of Musical Aptitude. 4. Experiences with Modifications of the Acoustic Structuring Test. Research Bulletin. No. 51.
Karma, Kai – 1978
Four new versions of an acoustic structuring test were developed, administered, and analyzed in order to produce better tests and to contribute to better understanding of the abilities measured by these tests. The tests consist of tape recordings of patterns of musical notes played on an electric organ or an acoustic guitar. Item analyses and…
Descriptors: Adults, Aptitude, Aptitude Tests, Cognitive Ability