I address two issues that were inspired by my work on the Dutch Committee on Tests and Testing (COTAN). The first issue is the understanding of problems test constructors and researchers using tests have of psychometric knowledge. I argue that this understanding is important for a field, like psychometrics, for which the dissemination of…

This investigation examined the course experiences of Bachelor of Education Primary students across each year of the course. The aims of the study were to identify gaps in what we know about our students; to identify relevant domains in student experiences and to assist with course improvements. A reflective inquiry paradigm was adopted for…

This paper makes an in-depth comparison of the PISA (OECD) and TIMSS (IEA) mathematics assessments conducted in 2003. First, a comparison of survey methodologies is presented, followed by an examination of the mathematics frameworks in the two studies. The methodologies and the frameworks in the two studies form the basis for providing…

Eight independent variables (differential item functioning [DIF] detection method, purification procedure, item response model, mean latent trait difference between groups, test length, DIF pattern, magnitude of DIF, and percentage of DIF items) were manipulated, and two dependent variables (Type I error and power) were assessed through…

As item response theory (IRT) becomes popular in educational and psychological testing, there is a need of reporting IRT-based effect size measures. In this study, we show how the standardized mean difference can be generalized into such a measure. A disattenuation procedure based on the IRT test reliability is proposed to correct the attenuation…