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Meriac, John P.; Woehr, David J.; Gorman, C. Allen; Thomas, Amanda L. E. – Journal of Vocational Behavior, 2013
The multidimensional work ethic profile (MWEP) has become one of the most widely-used inventories for measuring the work ethic construct. However, its length has been a potential barrier to even more widespread use. We developed a short form of the MWEP, the MWEP-SF. A subset of items from the original measure was identified, using item response…
Descriptors: Work Ethic, Profiles, Measures (Individuals), Test Construction
Wu, Yi-Fang – ProQuest LLC, 2015
Item response theory (IRT) uses a family of statistical models for estimating stable characteristics of items and examinees and defining how these characteristics interact in describing item and test performance. With a focus on the three-parameter logistic IRT (Birnbaum, 1968; Lord, 1980) model, the current study examines the accuracy and…
Descriptors: Item Response Theory, Test Items, Accuracy, Computation
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Wang, Chun – Journal of Educational and Behavioral Statistics, 2014
Many latent traits in social sciences display a hierarchical structure, such as intelligence, cognitive ability, or personality. Usually a second-order factor is linearly related to a group of first-order factors (also called domain abilities in cognitive ability measures), and the first-order factors directly govern the actual item responses.…
Descriptors: Measurement, Accuracy, Item Response Theory, Adaptive Testing
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Lewandowski, Lawrence; Cohen, Justin; Lovett, Benjamin J. – Journal of Psychoeducational Assessment, 2013
Students with disabilities often receive test accommodations in schools and on high-stakes tests. Students with learning disabilities (LD) represent the largest disability group in schools, and extended time the most common test accommodation requested by such students. This pairing persists despite controversy over the validity of extended time…
Descriptors: Testing Accommodations, Learning Disabilities, Reading Comprehension, Undergraduate Students
Zheng, Chunmei – ProQuest LLC, 2013
Educational and psychological constructs are normally measured by multifaceted dimensions. The measured construct is defined and measured by a set of related subdomains. A bifactor model can accurately describe such data with both the measured construct and the related subdomains. However, a limitation of the bifactor model is the orthogonality…
Descriptors: Educational Testing, Measurement Techniques, Test Items, Models
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Straat, J. Hendrik; van der Ark, L. Andries; Sijtsma, Klaas – Educational and Psychological Measurement, 2014
An automated item selection procedure in Mokken scale analysis partitions a set of items into one or more Mokken scales, if the data allow. Two algorithms are available that pursue the same goal of selecting Mokken scales of maximum length: Mokken's original automated item selection procedure (AISP) and a genetic algorithm (GA). Minimum…
Descriptors: Sampling, Test Items, Effect Size, Scaling
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Harrell-Williams, Leigh M.; Wolfe, Edward W. – Educational and Psychological Measurement, 2013
Most research on confirmatory factor analysis using information-based fit indices (Akaike information criterion [AIC], Bayesian information criteria [BIC], bias-corrected AIC [AICc], and consistent AIC [CAIC]) has used a structural equation modeling framework. Minimal research has been done concerning application of these indices to item response…
Descriptors: Correlation, Goodness of Fit, Test Length, Item Response Theory
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Wang, Chun; Chang, Hua-Hua; Boughton, Keith A. – Applied Psychological Measurement, 2013
Multidimensional computerized adaptive testing (MCAT) is able to provide a vector of ability estimates for each examinee, which could be used to provide a more informative profile of an examinee's performance. The current literature on MCAT focuses on the fixed-length tests, which can generate less accurate results for those examinees whose…
Descriptors: Computer Assisted Testing, Adaptive Testing, Test Length, Item Banks
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Atalay Kabasakal, Kübra; Arsan, Nihan; Gök, Bilge; Kelecioglu, Hülya – Educational Sciences: Theory and Practice, 2014
This simulation study compared the performances (Type I error and power) of Mantel-Haenszel (MH), SIBTEST, and item response theory-likelihood ratio (IRT-LR) methods under certain conditions. Manipulated factors were sample size, ability differences between groups, test length, the percentage of differential item functioning (DIF), and underlying…
Descriptors: Comparative Analysis, Item Response Theory, Statistical Analysis, Test Bias
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Tendeiro, Jorge N.; Meijer, Rob R. – Applied Psychological Measurement, 2013
To classify an item score pattern as not fitting a nonparametric item response theory (NIRT) model, the probability of exceedance (PE) of an observed response vector x can be determined as the sum of the probabilities of all response vectors that are, at most, as likely as x, conditional on the test's total score. Vector x is to be considered…
Descriptors: Probability, Nonparametric Statistics, Goodness of Fit, Test Length
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Kruyen, Peter M.; Emons, Wilco H. M.; Sijtsma, Klaas – International Journal of Testing, 2013
To efficiently assess multiple psychological constructs and to minimize the burden on respondents, psychologists increasingly use shortened versions of existing tests. However, compared to the longer test, a shorter test version may have a substantial impact on the reliability and the validity of the test scores in psychological research and…
Descriptors: Test Length, Psychological Testing, Test Use, Test Validity
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Svetina, Dubravka – Educational and Psychological Measurement, 2013
The purpose of this study was to investigate the effect of complex structure on dimensionality assessment in noncompensatory multidimensional item response models using dimensionality assessment procedures based on DETECT (dimensionality evaluation to enumerate contributing traits) and NOHARM (normal ogive harmonic analysis robust method). Five…
Descriptors: Item Response Theory, Statistical Analysis, Computation, Test Length
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Chon, Kyong Hee; Lee, Won-Chan; Ansley, Timothy N. – Applied Measurement in Education, 2013
Empirical information regarding performance of model-fit procedures has been a persistent need in measurement practice. Statistical procedures for evaluating item fit were applied to real test examples that consist of both dichotomously and polytomously scored items. The item fit statistics used in this study included the PARSCALE's G[squared],…
Descriptors: Test Format, Test Items, Item Analysis, Goodness of Fit
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Pfeiffer, Nils; Hagemann, Dirk; Backenstrass, Matthias – Educational and Psychological Measurement, 2011
In response to the low standards in short form development, Smith, McCarthy, and Anderson (2000) introduced a set of guidelines for the construction and evaluation of short forms of psychological tests. One of their recommendations requires researches to show that the variance overlap between the short form and its long form is adequate. This…
Descriptors: Psychological Testing, Computation, Test Length, Undergraduate Students
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Sabatini, J.; O'Reilly, T.; Halderman, L.; Bruce, K. – Grantee Submission, 2014
Existing reading comprehension assessments have been criticized by researchers, educators, and policy makers, especially regarding their coverage, utility, and authenticity. The purpose of the current study was to evaluate a new assessment of reading comprehension that was designed to broaden the construct of reading. In light of these issues, we…
Descriptors: Reading Comprehension, Vignettes, Reading Tests, Elementary School Students
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