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Direct linkEmbretson, Susan – Large-scale Assessments in Education, 2023
Understanding the cognitive processes, skills and strategies that examinees use in testing is important for construct validity and score interpretability. Although response processes evidence has long been included as an important aspect of validity (i.e., "Standards for Educational and Psychological Tests," 1999), relevant studies are…
Descriptors: Cognitive Processes, Test Validity, Item Response Theory, Test Wiseness
Kong, Xiaojing J.; Wise, Steven L.; Bhola, Dennison S. – Educational and Psychological Measurement, 2007
This study compared four methods for setting item response time thresholds to differentiate rapid-guessing behavior from solution behavior. Thresholds were either (a) common for all test items, (b) based on item surface features such as the amount of reading required, (c) based on visually inspecting response time frequency distributions, or (d)…
Descriptors: Test Items, Reaction Time, Timed Tests, Item Response Theory
Peer reviewedGreen, Herman G. – Perceptual and Motor Skills, 1980
The relationship between latency to respond and performance on the ITPA Visual Association subtest was investigated for 50 preschoolers. Performance was a function of age and response latency. It was concluded that for children who don't have the appropriate search strategy, the visual association subtest doesn't give a valid assessment.…
Descriptors: Cognitive Processes, Latent Trait Theory, Preschool Education, Reaction Time
Peer reviewedKagan, Jerome; Messer, Stanley B. – Developmental Psychology, 1975
Attempted to clarify issues raised by Block, Block and Harrington regarding the conceptualization, validity and interpretation of reflection-impulsivity. (Author/SDH)
Descriptors: Conceptual Tempo, Elementary School Students, Generalization, Performance Factors
Peer reviewedBlock, Jack; And Others – Developmental Psychology, 1975
Responded to the various arguments advanced by Kagan and Messer in their rebuttal to the authors' review and research focusing on the interpretation of the Matching Familiar Figures Test. (Author/SDH)
Descriptors: Conceptual Tempo, Elementary School Students, Generalization, Performance Factors
Peer reviewedBlaha, John; And Others – Journal of Clinical Psychology, 1979
The relative importance of different cognitive subprocesses in Bender performance was studied with Black middle-class first graders. Results suggest that the Bender owes much of its clinical validity to loadings across all stages of human information processing. Kagan's hypothesis on conceptual tempo in Bender performance is also analyzed. (SJL)
Descriptors: Black Students, Cognitive Processes, Conceptual Tempo, Elementary School Students
Download full textGreen, Kathy – 1978
Forty three-option multiple choice (MC) statements on a midterm examination were converted to 120 true-false (TF) statements, identical in content. Test forms (MC and TF) were randomly administered to 50 undergraduates, to investigate the validity and internal consistency reliability of the two forms. A Kuder-Richardson formula 20 reliability was…
Descriptors: Achievement Tests, Comparative Testing, Higher Education, Multiple Choice Tests
Wisniewski, Dennis R. – 1986
Three questions concerning the Binary Search Method (BSM) of computerized adaptive testing were studied: (1) whether it provided a reliable and valid estimation of examinee ability; (2) its effect on examinee attitudes toward computerized adaptive testing and conventional paper-and-pencil testing; and (3) the relationship between item response…
Descriptors: Adaptive Testing, Computer Assisted Testing, Difficulty Level, Grade 5
