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Showing 1 to 15 of 62 results Save | Export
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Huitema, Bradley E.; McKean, Joseph W. – Educational and Psychological Measurement, 1996
Two tests for the jackknife autocorrelation estimator r(Q2) are evaluated. It is shown that a test based on the conventional approach for estimating the standard error of a jackknife estimator leads to unacceptable Type I error. An alternative approach is proposed that leads to a more satisfactory test when n>20. (Author/SLD)
Descriptors: Error of Measurement, Estimation (Mathematics), Test Use
Peer reviewed Peer reviewed
Fields, Dail L.; Herold, David M. – Educational and Psychological Measurement, 1997
Investigated whether dimensions of transformational and transactional leadership can be inferred from subordinate reports of leadership behaviors collected through the Leadership Practices Inventory (LPI) (B. Posner and J. Kouzes, 1988) completed by 1,892 subordinates about 344 managers. Results support use of the LPI to measure transformation and…
Descriptors: Administrators, Evaluation Methods, Leadership, Measurement Techniques
Peer reviewed Peer reviewed
Bernardi, Richard A. – Educational and Psychological Measurement, 1994
Using a factorially complex test on a highly homogeneous population is explored, and a procedure is demonstrated that can statistically justify using a cognitive test on which Cronbach's alpha is low. The example involves 649 accountants (auditors). Results indicate that unbundling test and sample provides justification for using the data. (SLD)
Descriptors: Accountants, Cognitive Tests, Research Methodology, Test Use
Peer reviewed Peer reviewed
Burney, DeAnna McKinnie; Kromrey, Jeffrey – Educational and Psychological Measurement, 2001
Studied the construct validity of scores on the Adolescent Anger Rating Scale (AARS) developed to measure instrumental and reactive anger. Results for 792 12- to 19-year-olds indicate that AARS scores are internally consistent and stable when anger subtypes are measured. (SLD)
Descriptors: Adolescents, Anger, Scores, Test Construction
Peer reviewed Peer reviewed
Gelin, Michaela N.; Zumbo, Bruno D. – Educational and Psychological Measurement, 2003
Investigated potentially biased scale items on the Center for Epidemiological Studies Depression scale (CES-D; Radloff, 1977) in a sample of 600 adults. Overall, results indicate that the scoring method has an effect on differential item functioning (DIF), and that DIF is a property of the item, scoring method, and purpose of the assessment. (SLD)
Descriptors: Depression (Psychology), Item Bias, Scoring, Test Items
Peer reviewed Peer reviewed
Krus, David J.; Helmstadter, Gerald C. – Educational and Psychological Measurement, 1993
Negative coefficients of reliability, sometimes returned by the standard formula for estimation of the internal-consistency reliability, are neither theoretically nor numerically correct. Alternative strategies for test development in this special case are suggested. (Author)
Descriptors: Estimation (Mathematics), Reliability, Test Construction, Test Use
Peer reviewed Peer reviewed
Clapham, Maria M. – Educational and Psychological Measurement, 1998
The structure of subscores obtained through streamlined scoring of 334 adults' responses to Figural Forms A and B of the Torrance Tests of Creative Thinking (P. Torrance, 1966) was analyzed. Principal components analyses indicated that one general creativity factor adequately represented subscores of both forms. However, the five subscores of each…
Descriptors: Adults, Creative Thinking, Creativity, Factor Structure
Peer reviewed Peer reviewed
Maller, Susan J. – Educational and Psychological Measurement, 2001
Used the national standardization sample (n=2,200) of the Wechsler Intelligence Scale for Children Third Edition (WISC-III) to investigate differential item functioning (DIF) in 6 WISC-III subtests. Detected both uniform DIF and nonuniform DIF, finding DIF for about one third of the items studied. Discusses implications for use of the WISC-III.…
Descriptors: Children, Intelligence Tests, Item Bias, Test Items
Peer reviewed Peer reviewed
Dedrick, Robert F.; And Others – Educational and Psychological Measurement, 1997
Confirmatory factor analysis was used to evaluate the factor structure of the eight cross-informant scales of the Child Behavior Checklist (T. M. Aschenbach, 1991) using data from 631 youth ages 8 to 18. Results support Aschenbach's eight- correlated-factor model and the construct validity of the measure's scores. (SLD)
Descriptors: Adolescents, Behavior Patterns, Children, Construct Validity
Peer reviewed Peer reviewed
Burrell, Brenda; And Others – Educational and Psychological Measurement, 1995
The measurement characteristics of the Perceived Adequacy of Resources Scale, a measure of family functioning, were investigated. The reliability and validity of total and subtest scores were studied with 113 mothers. Results were generally favorable regarding the integrity of scores from the measure. (SLD)
Descriptors: Family Characteristics, Mothers, Psychometrics, Scores
Peer reviewed Peer reviewed
Forsterlee, Robert; Ho, Robert – Educational and Psychological Measurement, 1999
Studied the factor structure of the Need for Cognition Scale (NFC) (J. Cohen, E. Scotland, and D. Wolfe, 1955) (short form) with samples of 510 and 697 Australian adults. Results support the use of the short version of the NFC with Australian samples. (SLD)
Descriptors: Adults, Factor Analysis, Factor Structure, Test Format
Peer reviewed Peer reviewed
Byrne, Barbara M.; Baron, Pierre; Balev, Jorj – Educational and Psychological Measurement, 1998
The validity of a higher order factorial structure of a Bulgarian version of the Beck Depression Inventory (BDI) (A. Beck et al, 1961) for nonclinical adolescents was studied with 3 samples totaling 691. Findings yielded strong support for the hypothesized second-order factor, adding to a growing cross-cultural agglomerate of construct validity…
Descriptors: Adolescents, Construct Validity, Depression (Psychology), Factor Structure
Peer reviewed Peer reviewed
Jonson, Jessica L.; Plake, Barbara S. – Educational and Psychological Measurement, 1998
The relationship between the validity theory of the past 50 years and actual validity practices was studied by comparing published test standards with the practices of measurement professionals expressed in the "Mental Measurements Yearbook" test reviews. Results show a symbiotic relationship between theory and practice on the influence…
Descriptors: Educational Testing, Measurement Techniques, Standards, Test Use
Peer reviewed Peer reviewed
DeConinck, James B.; And Others – Educational and Psychological Measurement, 1996
Using a multidimensional measure of pay satisfaction, the Pay Satisfaction Questionnaire (PSQ), this study assessed the discriminant validity between scores on a measure of distributive justice and the PSQ with 474 employees. Confirmatory factor analysis results indicate that items from both scales loaded on the hypothesized dimensions. (SLD)
Descriptors: Construct Validity, Employees, Salaries, Satisfaction
Peer reviewed Peer reviewed
Campbell, Kathleen M.; Campbell, Donald J. – Educational and Psychological Measurement, 1995
The construct validity of the Life Role Salience Scales was studied with 94 nonprofessional working women. Overall, with the exception of the study's inability to reproduce the value and commitment distinctions of the original analysis of the measure, results offer reasonable support for the construct validity of the scales. (SLD)
Descriptors: Construct Validity, Females, Life Events, Psychometrics
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