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Joshua B. Gilbert; Luke W. Miratrix; Mridul Joshi; Benjamin W. Domingue – Journal of Educational and Behavioral Statistics, 2025
Analyzing heterogeneous treatment effects (HTEs) plays a crucial role in understanding the impacts of educational interventions. A standard practice for HTE analysis is to examine interactions between treatment status and preintervention participant characteristics, such as pretest scores, to identify how different groups respond to treatment.…
Descriptors: Causal Models, Item Response Theory, Statistical Inference, Psychometrics
Joshua B. Gilbert; Luke W. Miratrix; Mridul Joshi; Benjamin W. Domingue – Annenberg Institute for School Reform at Brown University, 2024
Analyzing heterogeneous treatment effects (HTE) plays a crucial role in understanding the impacts of educational interventions. A standard practice for HTE analysis is to examine interactions between treatment status and pre-intervention participant characteristics, such as pretest scores, to identify how different groups respond to treatment.…
Descriptors: Causal Models, Item Response Theory, Statistical Inference, Psychometrics
Schwella, E.; van Nieuwenhuyzen, Bernard J. – Africa Education Review, 2014
Are South Africans financially literate, and how can this be measured? Until 2009 there was no South African financial literacy measure and, therefore, the aim was to develop a South African measurement instrument that is scientific, socially acceptable, valid and reliable. To achieve this aim a contextual and conceptual analysis of financial…
Descriptors: Foreign Countries, Military Personnel, Money Management, Knowledge Level
Kuo, Che-Yu; Wu, Hsin-Kai; Jen, Tsung-Hau; Hsu, Ying-Shao – International Journal of Science Education, 2015
The potential of computer-based assessments for capturing complex learning outcomes has been discussed; however, relatively little is understood about how to leverage such potential for summative and accountability purposes. The aim of this study is to develop and validate a multimedia-based assessment of scientific inquiry abilities (MASIA) to…
Descriptors: Multimedia Materials, Program Development, Program Validation, Test Construction
Pyle, Katie; Jones, Emily; Williams, Chris; Morrison, Jo – Educational Research, 2009
Background: All national curriculum tests in England are pre-tested as part of the development process. Differences in pupil performance between pre-test and live test are consistently found. This difference has been termed the pre-test effect. Understanding the pre-test effect is essential in the test development and selection processes and in…
Descriptors: Foreign Countries, Pretesting, Context Effect, National Curriculum
Diamond, Esther E. – 1984
The problem of measuring growth across the target grade and, typically, the two adjacent grades, concerns most developers of standardized, norm-referenced achievement tests, particularly at the item selection stage. Opinion is divided on whether to retain or drop items that do not get easier from grade to grade. The controversy has focused on…
Descriptors: Achievement Gains, Achievement Tests, Age Differences, Difficulty Level
Steele, D. Joyce – 1985
This paper contains a comparison of descriptive information based on analyses of pilot and live administrations of the Alabama High School Graduation Examination (AHSGE). The test is composed of three subject tests: Reading, Mathematics, and Language. The study was intended to validate the test development procedure by comparing difficulty levels…
Descriptors: Achievement Tests, Comparative Testing, Difficulty Level, Graduation Requirements