Background: Both ability (measured by power tests) and non-ability (measured by preference tests) individual difference measures predict academic school outcomes. These include fluid as well as crystalized intelligence, personality traits, and learning styles. This paper examines the incremental validity of five psychometric tests and the sex and…

Mathematical word problems represent a common item format for assessing student competencies. Automatic item generation (AIG) is an effective way of constructing many items with predictable difficulties, based on a set of predefined task parameters. The current study presents a framework for the automatic generation of probability word problems…

Pupil monitoring systems support the teacher in tailoring teaching to the individual level of a student and in comparing the progress and results of teaching with national standards. The systems are based on the availability of an item bank calibrated using item response theory. The assessment of the students' progress and results can be further…

The educational system perpetuates social injustice through structural inequities of assessment and evaluation. High-stakes standardized testing has a destructive effect on teaching and learning that affects all students, teachers, and schools; it is particularly damaging for disadvantaged students--minorities, students with disabilities, students…

The great majority of questionnaires measuring non-observable constructs such as attitude towards CALL are often developed from a specific point of view and are seldom followed by psychometrical validation. Psychometrical properties of the questionnaire, such as construct validity and reliability, then remain unanswered too often, laying a heavy…

The psychometric properties of a German version of the Questions About Behavioral Function Scale (QABF) (Matson & Vollmer, 1995) were examined in a sample of 522 individuals with intellectual disabilities residing in large facilities participated. The factor structure was first examined by exploratory factor analysis, yielding a…

Two studies extended psychometric research on the Student-Teacher Relationship Scale (STRS) with kindergarten and preschool children (N[subscript 1] = 60-7[subscript 1]; N[subscript 2] = 35) and their teachers. These studies used a multi-method approach to replicate and extend previous findings concerning the convergent validity of the STRS…

We sought to develop and psychometrically describe three new student engagement scales to measure college students' engagement with their faculty (student-faculty engagement: SFE), community-based activities (CBA), and transformational learning opportunities (TLO) using items selected from the National Survey of Student Engagement (NSSE), a widely…

The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing…

A multidimensional item response theory model that accounts for response style factors is presented. The model, a multidimensional extension of Bock's nominal response model, is shown to allow for the study and control of response style effects in ordered rating scale data so as to reduce bias in measurement of the intended trait. In the current…

The self-efficacy belief (SEB) concept is discussed in the context of parenting. A questionnaire, the "Echelle Globale du Sentiment de Competence Parentale" (EGSCP), assessing several domain-specific SEBs and three related cognitive constructs, was developed with 705 French-speaking parents of 3- to 7-year-old children. The EGSCP displayed good…

The primary goal of this study was to test a credibility-learning model in U.S., Chinese, German, and Japanese classrooms. Using structural equation modeling, an etic credibility-learning model was generated from the common significant paths of the hypothesized model across the four cultures. Teacher credibility showed only an indirect…

Autism spectrum disorders (ASD) and intellectual disabilities (ID) are high prevalence developmental disabilities that co-occur at high rates. Furthermore, Axis I psychopathology is known to occur more frequently in individuals with ID than the general population. The problems are lifelong and can be major impediments to independent living.…

The prevalence of attention-deficit/hyperactivity disorder (ADHD) has been estimated at 3-7% in the population. Children with this disorder are often characterized by symptoms of inattention and/or impulsivity and hyperactivity, which can significantly impact on many aspects of their behaviour and performance. This study investigated the…

Many children with attention-deficit/hyperactivity disorder (ADHD) are eligible for special education services because of problems with academic and/or social functioning. Thus, a considerable proportion of children with ADHD have individualized education plans (IEPs) that list operationalized goals and objectives for each student. Conceptually,…