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Direct linkWolfe, Edward W.; McVay, Aaron – Educational Measurement: Issues and Practice, 2012
Historically, research focusing on rater characteristics and rating contexts that enable the assignment of accurate ratings and research focusing on statistical indicators of accurate ratings has been conducted by separate communities of researchers. This study demonstrates how existing latent trait modeling procedures can identify groups of…
Descriptors: Researchers, Research, Correlation, Test Bias
Caporino, Nicole E.; Brodman, Douglas M.; Kendall, Philip C.; Albano, Anne Marie; Sherrill, Joel; Piacentini, John; Sakolsky, Dara; Birmaher, Boris; Compton, Scott N.; Ginsburg, Golda; Rynn, Moira; McCracken, James; Gosch, Elizabeth; Keeton, Courtney; March, John; Walkup, John T. – Journal of the American Academy of Child & Adolescent Psychiatry, 2013
Objective: To determine optimal Pediatric Anxiety Rating Scale (PARS) percent reduction and raw score cut-offs for predicting treatment response and remission among children and adolescents with anxiety disorders. Method: Data were from a subset of youth (N = 438; 7-17 years of age) who participated in the Child/Adolescent Anxiety Multimodal Study…
Descriptors: Rating Scales, Anxiety Disorders, Raw Scores, Child Health
Schraw, Gregory; Kuch, Fred; Gutierrez, Antonio P.; Richmond, Aaron S. – Journal of Educational Psychology, 2014
We compared 5 different statistics (i.e., G index, gamma, "d'", sensitivity, specificity) used in the social sciences and medical diagnosis literatures to assess calibration accuracy in order to examine the relationship among them and to explore whether one statistic provided a best fitting general measure of accuracy. College…
Descriptors: Statistics, Statistical Analysis, Correlation, Accuracy
Sullivan, Jeremy R.; Winter, Suzanne M.; Sass, Daniel A.; Svenkerud, Nicole – Journal of Research in Childhood Education, 2014
Many tests provide users with several different types of scores to facilitate interpretation and description of students' performance. Common examples include raw scores, age- and grade-equivalent scores, and standard scores. However, when used within the context of assessing growth among young children, these scores should not be interchangeable…
Descriptors: Young Children, Child Development, Scores, Raw Scores
Flipsen, Peter, Jr. – Volta Review, 2011
This study examines use of the Goldman-Fristoe Test of Articulation-Second Edition (GFTA-2) with children who use cochlear implants to evaluate whether or not it would be appropriate to use this test with this population. Participants included 15 children with cochlear implants who ranged in age of implantation and amount of implant experience.…
Descriptors: Children, Assistive Technology, Articulation (Speech), Speech Tests
Brinkman, Barbara Ann – ProQuest LLC, 2014
The purpose of the study was to examine the impact of a teacher's preparation program on the academic achievement of eighth grade students in the areas of mathematics, reading, science, and social studies. Prior to the implementation of the No Child Left Behind Act (NCLB) in 2001, the majority of classroom teachers earned their teaching…
Descriptors: Teacher Education, Academic Achievement, Grade 8, School Districts
Facon, Bruno; Nuchadee, Marie-Laure; Bollengier, Therese – American Journal on Intellectual and Developmental Disabilities, 2012
This study aimed to discover whether general receptive vocabulary is qualitatively phenotypical in Down syndrome. Sixty-two participants with Down syndrome (M age = 16.74 years, SD = 3.28) were individually matched on general vocabulary raw total score with 62 participants with intellectual disability of undifferentiated etiology (M age = 16.20…
Descriptors: Down Syndrome, Adolescents, Etiology, Receptive Language
Arce, Alvaro J.; Wang, Ze – International Journal of Testing, 2012
The traditional approach to scale modified-Angoff cut scores transfers the raw cuts to an existing raw-to-scale score conversion table. Under the traditional approach, cut scores and conversion table raw scores are not only seen as interchangeable but also as originating from a common scaling process. In this article, we propose an alternative…
Descriptors: Generalizability Theory, Item Response Theory, Cutting Scores, Scaling
Maljaars, Jarymke; Noens, Ilse; Scholte, Evert; van Berckelaer-Onnes, Ina – Autism: The International Journal of Research and Practice, 2012
The Diagnostic Interview for Social and Communication Disorders (DISCO; Wing, 2006) is a standardized, semi-structured and interviewer-based schedule for diagnosis of autism spectrum disorder (ASD). The objective of this study was to evaluate the criterion and convergent validity of the DISCO-11 ICD-10 algorithm in young and low-functioning…
Descriptors: Intelligence, Validity, Autism, Communication Disorders
Duong, Minh Quang – ProQuest LLC, 2011
Testing programs often use multiple test forms of the same test to control item exposure and to ensure test security. Although test forms are constructed to be as similar as possible, they often differ. Test equating techniques are those statistical methods used to adjust scores obtained on different test forms of the same test so that they are…
Descriptors: Equated Scores, Statistical Analysis, Item Response Theory, Evaluation Criteria
Retief, Liezel; Potgieter, Marietjie; Lutz, Marietjie – African Journal of Research in Mathematics, Science and Technology Education, 2013
In this paper the use of the Rasch model is explored as a transparent, systematic and theoretically underpinned response to quality issues that are widely recognised as problematic in the refinement of Likert scale questionnaires. Key issues are the choice of length of scale, the pursuit of a favourable estimate of Cronbach's alpha at the possible…
Descriptors: Item Response Theory, Test Construction, Likert Scales, Questionnaires
Puhan, Gautam; von Davier, Alina A.; Gupta, Shaloo – Educational and Psychological Measurement, 2010
Equating under the external anchor design is frequently conducted using scaled scores on the anchor test. However, scaled scores often lead to the unique problem of creating zero frequencies in the score distribution because there may not always be a one-to-one correspondence between raw and scaled scores. For example, raw scores of 17 and 18 may…
Descriptors: Statistical Distributions, Raw Scores, Equated Scores, Scaling
Allen, Daniel N.; Thaler, Nicholas S.; Barchard, Kimberly A.; Vertinski, Mary; Mayfield, Joan – Psychological Assessment, 2012
The Comprehensive Trail Making Test (CTMT) is a relatively new version of the Trail Making Test that has a number of appealing features, including a large normative sample that allows raw scores to be converted to standard "T" scores adjusted for age. Preliminary validity information suggests that CTMT scores are sensitive to brain…
Descriptors: Factor Analysis, Injuries, Evidence, Neurological Impairments
Badgett, Kevin; Harrell, Scott; Carman, Carol A.; Lyles, Lance – Education and Urban Society, 2012
In the performance-driven culture of education today, though arguments regarding the definition of student success abound, few argue its importance. This issue is complicated with an additional dimension for those who are learning English as a second language. For those students who lack proficiency in the English language, academic content must…
Descriptors: Reading Tests, Standardized Tests, Limited English Speaking, English Language Learners
Bohr, Adam D.; Brown, Dale D.; Laurson, Kelly R.; Smith, Peter J. K.; Bass, Ronald W. – Journal of School Health, 2013
Background: Research on physical fitness often regards socioeconomic status (SES) as a confounding factor. However, few studies investigate the impact of SES on fitness. This study investigated the impact of SES on physical fitness in both males and females, with an economic-based construct of SES. Methods: The sample consisted of 954 6th, 7th,…
Descriptors: Junior High School Students, Physical Fitness, Socioeconomic Status, Public Schools
