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Foster, Robert C. – Educational and Psychological Measurement, 2021
This article presents some equivalent forms of the common Kuder-Richardson Formula 21 and 20 estimators for nondichotomous data belonging to certain other exponential families, such as Poisson count data, exponential data, or geometric counts of trials until failure. Using the generalized framework of Foster (2020), an equation for the reliability…
Descriptors: Test Reliability, Data, Computation, Mathematical Formulas
Elliott, Mark; Buttery, Paula – Educational and Psychological Measurement, 2022
We investigate two non-iterative estimation procedures for Rasch models, the pair-wise estimation procedure (PAIR) and the Eigenvector method (EVM), and identify theoretical issues with EVM for rating scale model (RSM) threshold estimation. We develop a new procedure to resolve these issues--the conditional pairwise adjacent thresholds procedure…
Descriptors: Item Response Theory, Rating Scales, Computation, Simulation
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
Matlock, Ki Lynn; Turner, Ronna – Educational and Psychological Measurement, 2016
When constructing multiple test forms, the number of items and the total test difficulty are often equivalent. Not all test developers match the number of items and/or average item difficulty within subcontent areas. In this simulation study, six test forms were constructed having an equal number of items and average item difficulty overall.…
Descriptors: Item Response Theory, Computation, Test Items, Difficulty Level
Wetzel, Eunike; Böhnke, Jan R.; Rose, Norman – Educational and Psychological Measurement, 2016
The impact of response styles such as extreme response style (ERS) on trait estimation has long been a matter of concern to researchers and practitioners. This simulation study investigated three methods that have been proposed for the correction of trait estimates for ERS effects: (a) mixed Rasch models, (b) multidimensional item response models,…
Descriptors: Response Style (Tests), Simulation, Methods, Computation
DeMars, Christine E. – Educational and Psychological Measurement, 2016
Partially compensatory models may capture the cognitive skills needed to answer test items more realistically than compensatory models, but estimating the model parameters may be a challenge. Data were simulated to follow two different partially compensatory models, a model with an interaction term and a product model. The model parameters were…
Descriptors: Item Response Theory, Models, Thinking Skills, Test Items
Olvera Astivia, Oscar L.; Zumbo, Bruno D. – Educational and Psychological Measurement, 2015
To further understand the properties of data-generation algorithms for multivariate, nonnormal data, two Monte Carlo simulation studies comparing the Vale and Maurelli method and the Headrick fifth-order polynomial method were implemented. Combinations of skewness and kurtosis found in four published articles were run and attention was…
Descriptors: Data, Simulation, Monte Carlo Methods, Comparative Analysis
McNeish, Daniel; Harring, Jeffrey R. – Educational and Psychological Measurement, 2017
To date, small sample problems with latent growth models (LGMs) have not received the amount of attention in the literature as related mixed-effect models (MEMs). Although many models can be interchangeably framed as a LGM or a MEM, LGMs uniquely provide criteria to assess global data-model fit. However, previous studies have demonstrated poor…
Descriptors: Growth Models, Goodness of Fit, Error Correction, Sampling
Raykov, Tenko; Marcoulides, George A. – Educational and Psychological Measurement, 2015
A latent variable modeling approach for scale reliability evaluation in heterogeneous populations is discussed. The method can be used for point and interval estimation of reliability of multicomponent measuring instruments in populations representing mixtures of an unknown number of latent classes or subpopulations. The procedure is helpful also…
Descriptors: Test Reliability, Evaluation Methods, Measurement Techniques, Computation
Harring, Jeffrey R.; Weiss, Brandi A.; Li, Ming – Educational and Psychological Measurement, 2015
Several studies have stressed the importance of simultaneously estimating interaction and quadratic effects in multiple regression analyses, even if theory only suggests an interaction effect should be present. Specifically, past studies suggested that failing to simultaneously include quadratic effects when testing for interaction effects could…
Descriptors: Structural Equation Models, Statistical Analysis, Monte Carlo Methods, Computation
Hecht, Martin; Weirich, Sebastian; Siegle, Thilo; Frey, Andreas – Educational and Psychological Measurement, 2015
The selection of an appropriate booklet design is an important element of large-scale assessments of student achievement. Two design properties that are typically optimized are the "balance" with respect to the positions the items are presented and with respect to the mutual occurrence of pairs of items in the same booklet. The purpose…
Descriptors: Measurement, Computation, Test Format, Test Items
Seo, Dong Gi; Weiss, David J. – Educational and Psychological Measurement, 2015
Most computerized adaptive tests (CATs) have been studied using the framework of unidimensional item response theory. However, many psychological variables are multidimensional and might benefit from using a multidimensional approach to CATs. This study investigated the accuracy, fidelity, and efficiency of a fully multidimensional CAT algorithm…
Descriptors: Computer Assisted Testing, Adaptive Testing, Accuracy, Fidelity
Woods, Carol M.; Cai, Li; Wang, Mian – Educational and Psychological Measurement, 2013
Differential item functioning (DIF) occurs when the probability of responding in a particular category to an item differs for members of different groups who are matched on the construct being measured. The identification of DIF is important for valid measurement. This research evaluates an improved version of Lord's X[superscript 2] Wald test for…
Descriptors: Test Bias, Item Response Theory, Computation, Comparative Analysis
Tian, Wei; Cai, Li; Thissen, David; Xin, Tao – Educational and Psychological Measurement, 2013
In item response theory (IRT) modeling, the item parameter error covariance matrix plays a critical role in statistical inference procedures. When item parameters are estimated using the EM algorithm, the parameter error covariance matrix is not an automatic by-product of item calibration. Cai proposed the use of Supplemented EM algorithm for…
Descriptors: Item Response Theory, Computation, Matrices, Statistical Inference
Walker, Cindy M.; Zhang, Bo; Banks, Kathleen; Cappaert, Kevin – Educational and Psychological Measurement, 2012
The purpose of this simulation study was to establish general effect size guidelines for interpreting the results of differential bundle functioning (DBF) analyses using simultaneous item bias test (SIBTEST). Three factors were manipulated: number of items in a bundle, test length, and magnitude of uniform differential item functioning (DIF)…
Descriptors: Test Bias, Test Length, Simulation, Guidelines