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Chakrabartty, Satyendra Nath – International Journal of Psychology and Educational Studies, 2021
The paper proposes new measures of difficulty and discriminating values of binary items and test consisting of such items and find their relationships including estimation of test error variance and thereby the test reliability, as per definition using cosine similarities. The measures use entire data. Difficulty value of test and item is defined…
Descriptors: Test Items, Difficulty Level, Scores, Test Reliability
Steele, Catriona M.; Peladeau-Pigeon, Melanie; Nagy, Ahmed; Waito, Ashley A. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The field lacks consensus about preferred metrics for capturing pharyngeal residue on videofluoroscopy. We explored four different methods, namely, the visuoperceptual Eisenhuber scale and three pixel-based methods: (a) residue area divided by vallecular or pyriform sinus spatial housing ("%-Full"), (b) the Normalized Residue…
Descriptors: Human Body, Physiology, Speech Language Pathology, Measurement Techniques
Gary A. Troia; Frank R. Lawrence; Julie S. Brehmer; Kaitlin Glause; Heather L. Reichmuth – Grantee Submission, 2023
Much of the research that has examined the writing knowledge of school-age students has relied on interviews to ascertain this information, which is problematic because interviews may underestimate breadth and depth of writing knowledge, require lengthy interactions with participants, and do not permit a direct evaluation of a prescribed array of…
Descriptors: Writing Tests, Writing Evaluation, Knowledge Level, Elementary School Students
Pennell, Adam; Patey, Matthew; Fisher, Jenna; Brian, Ali – Measurement in Physical Education and Exercise Science, 2022
Falls are a significant medical and economical concern worldwide. Younger individuals with visual impairment (VI) may be more susceptible to falling and fall-related injuries when compared to peers without a VI. Self-perceived balance confidence is a psychological construct that may predict and/or mediate fall- or other health-related outcomes in…
Descriptors: Psychomotor Skills, Self Efficacy, Accidents, Injuries
Duff, Dawna – Language, Speech, and Hearing Services in Schools, 2019
Purpose: Vocabulary intervention should be guided by information from outcome measures that demonstrate whether the student has grown in depth or breadth of understanding of the taught words. However, there is a paucity of tools, to measure depth of vocabulary knowledge, that are available for clinical use. Method: The challenges of vocabulary…
Descriptors: Vocabulary Development, Intervention, Instructional Effectiveness, Outcome Measures
Dumas, Denis G.; McNeish, Daniel M. – Educational Researcher, 2018
Dynamic measurement modeling (DMM) has been shown to improve the consequential validity of longitudinal mathematics assessment in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database. Here, the authors demonstrate the capability of DMM to similarly improve the consequential validity of ECLS-K reading assessment through the…
Descriptors: Measurement Techniques, Student Evaluation, Alternative Assessment, Evaluation Methods
Lambert, Richard; Kim, Do-Hong; Burts, Diane – Center for Educational Measurement and Evaluation, 2015
This report is focused on an evaluation of the measurement properties of the scale scores and teacher ratings that result from the use of the GOLD assessment system with children in kindergarten classrooms. Several states have chosen to implement GOLD widely for kindergarten entry assessment. The purpose of this report is to examine statistical…
Descriptors: Educational Strategies, Measurement Techniques, Scores, Preschool Children
Reardon, Sean F.; Ho, Andrew D. – Journal of Educational and Behavioral Statistics, 2015
In an earlier paper, we presented methods for estimating achievement gaps when test scores are coarsened into a small number of ordered categories, preventing fine-grained distinctions between individual scores. We demonstrated that gaps can nonetheless be estimated with minimal bias across a broad range of simulated and real coarsened data…
Descriptors: Achievement Gap, Performance Factors, Educational Practices, Scores
Reardon, Sean F.; Ho, Andrew D. – Grantee Submission, 2015
Ho and Reardon (2012) present methods for estimating achievement gaps when test scores are coarsened into a small number of ordered categories, preventing fine-grained distinctions between individual scores. They demonstrate that gaps can nonetheless be estimated with minimal bias across a broad range of simulated and real coarsened data…
Descriptors: Achievement Gap, Performance Factors, Educational Practices, Scores
Penketh, Victoria; Hare, Dougal Julian; Flood, Andrea; Walker, Samantha – Journal of Applied Research in Intellectual Disabilities, 2014
Background: The Manchester Attachment Scale-Third party observational measure (MAST) was developed to assess secure attachment style for adults with intellectual disabilities. The psychometric properties of the MAST were examined. Materials and Methods: Professional carers (N = 40) completed the MAST and measures related to the construct of…
Descriptors: Adults, Mental Retardation, Attachment Behavior, Psychometrics
Huscroft-D'Angelo, Jacqueline; Trout, Alexandra L.; Lambert, Matthew C.; Thompson, Ronald – Education and Treatment of Children, 2017
Empowerment has been established as an important factor in resilience in adolescence. It has also been deemed critical for youth with emotional and behavioral disorders to achieve successful outcomes across academic, social, and behavioral domains, especially during a major transition. There is currently one measure used to evaluate empowerment in…
Descriptors: Empowerment, Test Validity, Test Reliability, Youth
Leuty, Melanie E. – Measurement and Evaluation in Counseling and Development, 2013
Test-retest data on Super's Work Values Inventory-Revised for a group of predominantly White ("N" = 995) women (mean age = 23.5 years, SD = 8.07) and men (mean age = 21.5 years, SD = 5.80) showed stability in mean-level scores over a period of 1 year for the sample as a whole. However, low raw score and rank order stability coefficients…
Descriptors: Robustness (Statistics), Scores, Individual Differences, Item Analysis
Arjoon, Janelle A.; Xu, Xiaoying; Lewis, Jennifer E. – Journal of Chemical Education, 2013
Many of the instruments developed for research use by the chemistry
education community are relatively new. Because psychometric evidence dictates the validity of interpretations made from test scores, gathering and reporting validity and reliability evidence is of utmost importance. Therefore, the purpose of this study was to investigate what…
Descriptors: Science Instruction, Measurement Techniques, Psychometrics, Evidence
Südkamp, Anna; Pohl, Steffi; Weinert, Sabine – Frontline Learning Research, 2015
Including students with special educational needs in learning (SEN-L) is a challenge for large-scale assessments. In order to draw inferences with respect to students with SEN-L and to compare their scores to students in general education, one needs to assure that the measurement model is reliable and that the same construct is measured for…
Descriptors: Disabilities, Special Education, Inclusion, Competence
Runco, Mark A.; Acar, Selcuk – Creativity Research Journal, 2012
Divergent thinking (DT) tests are very often used in creativity studies. Certainly DT does not guarantee actual creative achievement, but tests of DT are reliable and reasonably valid predictors of certain performance criteria. The validity of DT is described as reasonable because validity is not an all-or-nothing attribute, but is, instead, a…
Descriptors: Creativity, Creative Activities, Creative Thinking, Test Validity