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| Intellectual Development | 3 |
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| Tests | 3 |
| Cognitive Ability | 2 |
| Cognitive Processes | 2 |
| Ability | 1 |
| Ability Identification | 1 |
| Academic Ability | 1 |
| Academic Achievement | 1 |
| Achievement Tests | 1 |
| Criterion Referenced Tests | 1 |
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Peer reviewedHoepfner, Ralph; And Others – Educational and Psychological Measurement, 1970
An attempt to lend empirical support to the structure-of-intellect (SI) model by investigating 10 difficult to separate parallel factors. (Author/CK)
Descriptors: Cognitive Ability, Cognitive Processes, Intellectual Development, Learning Theories
Peer reviewedOrpet, R.E.; Meyers, C.E. – Journal of Educational Psychology, 1966
The study of ability factors in young children has passed the stage of demonstrating that separate factors exist, the effort now being devoted to systematic identification of measurable abilities. This study was designed to confirm some of the tentative abilities demonstrated in other studies and to extend the exploration into memory processes and…
Descriptors: Ability, Ability Identification, Academic Ability, Cognitive Ability
Download full textGraham, Darol L.; Bergquist, Constance – 1975
Two models were identified for criterion-referenced tests, one based on the assumption of a continuous achievement variable and the other assuming a dichotomous or binary variable. Several test characteristics were examined and contrasted for the two models, including the distribution of scores, establishment of a cutting score, test length, item…
Descriptors: Academic Achievement, Achievement Tests, Criterion Referenced Tests, Cutting Scores
