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Gu, Zhengguo; Emons, Wilco H. M.; Sijtsma, Klaas – Journal of Educational and Behavioral Statistics, 2021
Clinical, medical, and health psychologists use difference scores obtained from pretest--posttest designs employing the same test to assess intraindividual change possibly caused by an intervention addressing, for example, anxiety, depression, eating disorder, or addiction. Reliability of difference scores is important for interpreting observed…
Descriptors: Test Reliability, Scores, Pretests Posttests, Computation
Gurdil Ege, Hatice; Demir, Ergul – Eurasian Journal of Educational Research, 2020
Purpose: The present study aims to evaluate how the reliabilities computed using a, Stratified a, Angoff-Feldt, and Feldt-Raju estimators may differ when sample size (500, 1000, and 2000) and item type ratio of dichotomous to polytomous items (2:1; 1:1, 1:2) included in the scale are varied. Research Methods: In this study, Cronbach's a,…
Descriptors: Test Format, Simulation, Test Reliability, Sample Size
Guo, Hongwen; Ling, Guangming; Frankel, Lois – ETS Research Report Series, 2020
With advances in technology, researchers and test developers are developing new item types to measure complex skills like problem solving and critical thinking. Analyzing such items is often challenging because of their complicated response patterns, and thus it is important to develop psychometric methods for practitioners and researchers to…
Descriptors: Test Construction, Test Items, Item Analysis, Psychometrics
Ozdemir, Burhanettin; Gelbal, Selahattin – Education and Information Technologies, 2022
The computerized adaptive tests (CAT) apply an adaptive process in which the items are tailored to individuals' ability scores. The multidimensional CAT (MCAT) designs differ in terms of different item selection, ability estimation, and termination methods being used. This study aims at investigating the performance of the MCAT designs used to…
Descriptors: Scores, Computer Assisted Testing, Test Items, Language Proficiency
Guo, Hongwen; Zu, Jiyun; Kyllonen, Patrick – ETS Research Report Series, 2018
For a multiple-choice test under development or redesign, it is important to choose the optimal number of options per item so that the test possesses the desired psychometric properties. On the basis of available data for a multiple-choice assessment with 8 options, we evaluated the effects of changing the number of options on test properties…
Descriptors: Multiple Choice Tests, Test Items, Simulation, Test Construction
Andersson, Björn; Xin, Tao – Educational and Psychological Measurement, 2018
In applications of item response theory (IRT), an estimate of the reliability of the ability estimates or sum scores is often reported. However, analytical expressions for the standard errors of the estimators of the reliability coefficients are not available in the literature and therefore the variability associated with the estimated reliability…
Descriptors: Item Response Theory, Test Reliability, Test Items, Scores
Stanley, Leanne M.; Edwards, Michael C. – Educational and Psychological Measurement, 2016
The purpose of this article is to highlight the distinction between the reliability of test scores and the fit of psychometric measurement models, reminding readers why it is important to consider both when evaluating whether test scores are valid for a proposed interpretation and/or use. It is often the case that an investigator judges both the…
Descriptors: Test Reliability, Goodness of Fit, Scores, Patients
Schroeders, Ulrich; Robitzsch, Alexander; Schipolowski, Stefan – Journal of Educational Measurement, 2014
C-tests are a specific variant of cloze tests that are considered time-efficient, valid indicators of general language proficiency. They are commonly analyzed with models of item response theory assuming local item independence. In this article we estimated local interdependencies for 12 C-tests and compared the changes in item difficulties,…
Descriptors: Comparative Analysis, Psychometrics, Cloze Procedure, Language Tests
Jin, Kuan-Yu; Wang, Wen-Chung – Journal of Educational Measurement, 2014
Sometimes, test-takers may not be able to attempt all items to the best of their ability (with full effort) due to personal factors (e.g., low motivation) or testing conditions (e.g., time limit), resulting in poor performances on certain items, especially those located toward the end of a test. Standard item response theory (IRT) models fail to…
Descriptors: Student Evaluation, Item Response Theory, Models, Simulation
Longford, Nicholas T. – Journal of Educational and Behavioral Statistics, 2014
A method for medical screening is adapted to differential item functioning (DIF). Its essential elements are explicit declarations of the level of DIF that is acceptable and of the loss function that quantifies the consequences of the two kinds of inappropriate classification of an item. Instead of a single level and a single function, sets of…
Descriptors: Test Items, Test Bias, Simulation, Hypothesis Testing
Edwards, Michael C.; Flora, David B.; Thissen, David – Applied Measurement in Education, 2012
This article describes a computerized adaptive test (CAT) based on the uniform item exposure multi-form structure (uMFS). The uMFS is a specialization of the multi-form structure (MFS) idea described by Armstrong, Jones, Berliner, and Pashley (1998). In an MFS CAT, the examinee first responds to a small fixed block of items. The items comprising…
Descriptors: Adaptive Testing, Computer Assisted Testing, Test Format, Test Items
Yao, Lihua – Applied Psychological Measurement, 2013
Through simulated data, five multidimensional computerized adaptive testing (MCAT) selection procedures with varying test lengths are examined and compared using different stopping rules. Fixed item exposure rates are used for all the items, and the Priority Index (PI) method is used for the content constraints. Two stopping rules, standard error…
Descriptors: Computer Assisted Testing, Adaptive Testing, Test Items, Selection
Zhang, Jinming – Psychometrika, 2013
In some popular test designs (including computerized adaptive testing and multistage testing), many item pairs are not administered to any test takers, which may result in some complications during dimensionality analyses. In this paper, a modified DETECT index is proposed in order to perform dimensionality analyses for response data from such…
Descriptors: Adaptive Testing, Simulation, Computer Assisted Testing, Test Reliability
Topczewski, Anna Marie – ProQuest LLC, 2013
Developmental score scales represent the performance of students along a continuum, where as students learn more they move higher along that continuum. Unidimensional item response theory (UIRT) vertical scaling has become a commonly used method to create developmental score scales. Research has shown that UIRT vertical scaling methods can be…
Descriptors: Item Response Theory, Scaling, Scores, Student Development
Kuo, Bor-Chen; Daud, Muslem; Yang, Chih-Wei – EURASIA Journal of Mathematics, Science & Technology Education, 2015
This paper describes a curriculum-based multidimensional computerized adaptive test that was developed for Indonesia junior high school Biology. In adherence to the Indonesian curriculum of different Biology dimensions, 300 items was constructed, and then tested to 2238 students. A multidimensional random coefficients multinomial logit model was…
Descriptors: Secondary School Science, Science Education, Science Tests, Computer Assisted Testing