This study presents a generalized version of the residual differential item functioning (RDIF) detection framework in item response theory, named GRDIF, to analyze differential item functioning (DIF) in multiple groups. The GRDIF framework retains the advantages of the original RDIF framework, such as computational efficiency and ease of…

Measurement invariance (MI) is a property of measurement that is often implicitly assumed, but in many cases, not tested. When the assumption of MI is tested, it generally involves determining if the measurement holds longitudinally or cross-culturally. A growing literature shows that other groupings can, and should, be considered as well.…

The aim of the present study was to investigate the reliability and validity of a brief standardized assessment of children's working memory; "Lucid Recall." Although there are many established assessments of working memory, "Lucid Recall" is fully automated and can therefore be administered in a group setting. It is therefore…

This article proposes that sampling design effects have potentially huge unrecognized impacts on the results reported by large-scale district and state assessments in the United States. When design effects are unrecognized and unaccounted for they lead to underestimating the sampling error in item and test statistics. Underestimating the sampling…

Background: In the UK clinical supervision is regarded as an essential process supporting quality improvement within the clinical governance framework, and the Royal College of Speech and Language Therapists regards it as a tool for promoting critical reflective practice. There is limited evidence of the impact on practice or improvements in…

This article discusses practical and theoretical problems related to the measurement of formal operations. The first section of the article discusses problems in measuring formal operations using the clinical interview method. These problems include the lack of both a standardized interview and a uniform scoring procedure. Section two discusses…

Self-Knowledge Development Theory (SKDT) by Weinstein and A. Alschuler (1985) is a structural developmental theory positing four stages in the development of self-knowledge. The Experience Recall Test-2 (ERT2) is described, which is the most recent instrument developed for assessing the SKDT. Self-knowledge is defined as the ability to describe…

Confirmatory maximum likelihood estimation of measurement models was used to evaluate the construct generality of self-report measures of anxiety across male and female samples. These measures included Spielberger's State-Trait Anxiety Inventory, Taylor's Manifest Anxiety Scale, and two forms of Endler, Hunt and Rosenstein's S-R Inventory of…

The purpose of this research was to investigate the diagnostic validity of the Maryland Diagnostic Arithmetic Test (MDAT) as a group-administered test. The MDAT is a domain-referenced diagnostic test consisting of several sub-tests covering the content of elementary school arithmetic from sets to non-negative rational numbers. Forty-five…

A new self-report measure of impulsivity was developed to provide group administration and economy of scoring. An initial set of 26 items was constructed to tap various aspects of impulsivity, or the tendency to respond quickly without thinking. The items were administered to 346 male undergraduate students, primarily freshmen and sophomores. Item…

Attitude toward reading is an important educational outcome and evaluative criteria due to its relationship to reading behavior and the refinement of reading skills. However, existing scales for assessing reading attitudes are invalid, are constrained by a ceiling effect, or are difficult to administer. A reading attitude assessment package was…

Investigates differences in marking standard and reliability when experienced teachers carried out assessments of the performance on practical exercises. The results showed that there was no difference between the assessments from the groups containing 5 and 20 students. (Author/YP)

The development of the Test of Logical Thinking (TOLT), a group test of formal reasoning ability that requires students to solve problems and to justify the solutions obtained, is presented. Procedures are described for investigations of internal consistency, construct validity, and criterion-related validity. Items used in prior research serve as…

A qualitative observational study of standardized group testing in 10 kindergartens revealed variations in testing conditions, discrepancies from standardized administration procedures, and variations in children's behavior that contributed to difficulties in maintaining a uniform testing process. High-stakes group testing in kindergarten should…

Cognitive style research is hindered by a variety of poorly described measures and style classifications and the use of small samples. This study described and compared three group measures of impulsivity/reflectivity, internal/external locus of control; and field dependence/independence to determine the distribution characteristics, psychometric…