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Verhelst, Norman D. – Scandinavian Journal of Educational Research, 2012
When using IRT models in Educational Achievement Testing, the model is as a rule too simple to catch all the relevant dimensions in the test. It is argued that a simple model may nevertheless be useful but that it can be complemented with additional analyses. Such an analysis, called profile analysis, is proposed and applied to the reading data of…
Descriptors: Multidimensional Scaling, Profiles, Item Response Theory, Achievement Tests
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Groß Ophoff, Jana; Schladitz, Sandra; Leuders, Juliane; Leuders, Timo; Wirtz, Markus A. – Peabody Journal of Education, 2015
The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and…
Descriptors: Educational Research, Research Methodology, Literacy, Educational Development
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Bostrom, Ann; Barke, Richard; Turaga, Rama Mohana R.; O'Connor, Robert E. – Journal of Environmental Education, 2006
Little is known about environmental concerns and attitudes among people in former Soviet bloc countries in Eastern Europe despite widespread perceptions of severe environmental problems. The authors addressed this gap by examining Bulgarians' environmental concerns with a focus on whether the new environmental paradigm (NEP) scale can reliably…
Descriptors: Foreign Countries, Environmental Education, Attitude Measures, Test Items
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Vigneau, Francois; Bors, Douglas A. – Educational and Psychological Measurement, 2005
The problem of dimensionality with respect to Raven's Advanced Progressive Matrices (APM) specifically and, more generally, "g" or fluid intelligence, has been a long-standing issue. The present article reports two studies examining the dimensionality of both the original Set II of the APM (n = 506) and a short form (n = 644), using principal…
Descriptors: Context Effect, Item Response Theory, Intelligence Tests, Test Items
Knol, Dirk L.; Berger, Martijn P. F. – 1988
Many multidimensional item response theory (IRT) models have been proposed. A comparison is made between the so-called full information models and the models that use only pairwise information. Three multidimensional models described are: (1) the compensatory model of R. D. Bock and M. Aitken (1981) using the computer program TESTFACT; (2) a model…
Descriptors: Comparative Analysis, Computer Simulation, Computer Uses in Education, Factor Analysis
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Beller, Michael – Applied Psychological Measurement, 1990
Geometric approaches to representing interrelations among tests and items are compared with an additive tree model (ATM), using 2,644 examinees and 2 other data sets. The ATM's close fit to the data and its coherence of presentation indicate that it is the best means of representing tests and items. (TJH)
Descriptors: College Students, Comparative Analysis, Factor Analysis, Foreign Countries
Kelderman, Henk – 1988
A loglinear item response theory (IRT) model is proposed that relates polytomously scored item responses to a multidimensional latent space. Each item may have a different response function where each item response may be explained by one or more latent traits. Item response functions may follow a partial credit model (D. Andrich, 1978; and G. N.…
Descriptors: Early Childhood Education, Equations (Mathematics), Estimation (Mathematics), Foreign Countries