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Showing all 15 results Save | Export
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Raykov, Tenko; Marcoulides, George A. – Educational and Psychological Measurement, 2016
The frequently neglected and often misunderstood relationship between classical test theory and item response theory is discussed for the unidimensional case with binary measures and no guessing. It is pointed out that popular item response models can be directly obtained from classical test theory-based models by accounting for the discrete…
Descriptors: Test Theory, Item Response Theory, Models, Correlation
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Almehrizi, Rashid S. – Applied Psychological Measurement, 2013
The majority of large-scale assessments develop various score scales that are either linear or nonlinear transformations of raw scores for better interpretations and uses of assessment results. The current formula for coefficient alpha (a; the commonly used reliability coefficient) only provides internal consistency reliability estimates of raw…
Descriptors: Raw Scores, Scaling, Reliability, Computation
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Sharkness, Jessica; DeAngelo, Linda – Research in Higher Education, 2011
This study compares the psychometric utility of Classical Test Theory (CTT) and Item Response Theory (IRT) for scale construction with data from higher education student surveys. Using 2008 Your First College Year (YFCY) survey data from the Cooperative Institutional Research Program at the Higher Education Research Institute at UCLA, two scales…
Descriptors: Student Surveys, Measures (Individuals), Psychometrics, Item Response Theory
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Cresswell, Mike – Measurement: Interdisciplinary Research and Perspectives, 2010
Paul Newton (2010), with his characteristic concern about theory, has set out two different ways of thinking about the basis upon which equivalences of one sort or another are established between test score scales. His reason for doing this is a desire to establish "the defensibility of linkages lower on the continuum than concordance."…
Descriptors: Foreign Countries, Measurement Techniques, Psychometrics, Comparative Analysis
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Newton, Paul E. – Measurement: Interdisciplinary Research and Perspectives, 2010
This article presents the author's rejoinder to thinking about linking from issue 8(1). Particularly within the more embracing linking frameworks, e.g., Holland & Dorans (2006) and Holland (2007), there appears to be a major disjunction between (1) classification discourse: the supposed basis for classification, that is, the underlying theory…
Descriptors: Foreign Countries, Measurement Techniques, Psychometrics, Comparative Analysis
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Wendt, Heike; Bos, Wilfried; Goy, Martin – Educational Research and Evaluation, 2011
Several current international comparative large-scale assessments of educational achievement (ICLSA) make use of "Rasch models", to address functions essential for valid cross-cultural comparisons. From a historical perspective, ICLSA and Georg Rasch's "models for measurement" emerged at about the same time, half a century ago. However, the…
Descriptors: Measures (Individuals), Test Theory, Group Testing, Educational Testing
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Baird, Jo-Anne – Measurement: Interdisciplinary Research and Perspectives, 2010
Newton's article (2010) makes three main contributions to the literature. First, it is transatlantic, bringing together literatures that have been dealing with similar problems, using sometimes different methods and certainly with distinctive educational, cultural perspectives. He points out that neither of these literatures has all of the…
Descriptors: Foreign Countries, Predictive Validity, Standards, Ethics
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von Davier, Alina A. – Measurement: Interdisciplinary Research and Perspectives, 2010
The article "Thinking About Linking" by Newton (2010) presents a novel philosophical perspective on the way that educational assessments should be linked. Newton starts by describing the linking framework as it was characterized in various publications and identifies a cross-cultural dimension in the definitions and uses of test…
Descriptors: Foreign Countries, Educational Assessment, Student Evaluation, Evaluation Criteria
Hwang, Dae-Yeop – 2002
This study compared classical test theory (CTT) and item response theory (IRT). The behavior of the item and person statistics derived from these two measurement frameworks was examined analytically and empirically using a data set obtained from BILOG (R. Mislay and D. Block, 1997). The example was a 15-item test with a sample size of 600…
Descriptors: Comparative Analysis, Measurement Techniques, Scores, Statistical Distributions
Schumacker, Randall E. – 1998
In comparing measurement theories, it is evident that the awareness of the concept of measurement error during the time of Galileo has lead to the formulation of observed scores comprising a true score and error (classical theory), universe score and various random error components (generalizability theory), or individual latent ability and error…
Descriptors: Comparative Analysis, Computer Software, Error of Measurement, Generalizability Theory
van den Brink, Wulfert – Evaluation in Education: International Progress, 1982
Binomial models for domain-referenced testing are compared, emphasizing the assumptions underlying the beta-binomial model. Advantages and disadvantages are discussed. A proposed item sampling model is presented which takes the effect of guessing into account. (Author/CM)
Descriptors: Comparative Analysis, Criterion Referenced Tests, Item Sampling, Measurement Techniques
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Millsap, Roger E.; Everson, Howard – Multivariate Behavioral Research, 1991
Use of confirmatory factor analysis (CFA) with nonzero latent means in testing six different measurement models from classical test theory is discussed. Implications of the six models for observed mean and covariance structures are described, and three examples of the use of CFA in testing the models are presented. (SLD)
Descriptors: Comparative Analysis, Equations (Mathematics), Goodness of Fit, Mathematical Models
Thompson, Bruce; Dennings, Bruce – 1993
Q-technique factor analysis identifies clusters or factors of people, rather than of variables, and has proven very popular, especially with regard to testing typology theories. The present study investigated the utility of three different protocols for obtaining data for Q-technique studies. These three protocols were: (1) a conventional ipsative…
Descriptors: Classification, Comparative Analysis, Data Collection, Factor Analysis
van Weeren, J., Ed. – 1983
Presented in this symposium reader are nine papers, four of which deal with the theory and impact of the Rasch model on language testing and five of which discuss final examinations in secondary schools in both general and specific terms. The papers are: "Introduction to Rasch Measurement: Some Implications for Language Testing" (J. J.…
Descriptors: Adolescents, Comparative Analysis, Comparative Education, Difficulty Level
Haladyna, Tom; Roid, Gale – 1976
Three approaches to the construction of achievement tests are compared: construct, operational, and empirical. The construct approach is based upon classical test theory and measures an abstract representation of the instructional objectives. The operational approach specifies instructional intent through instructional objectives, facet design,…
Descriptors: Academic Achievement, Achievement Tests, Career Development, Comparative Analysis