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Peer reviewedSmith, Richard M. – Journal of Educational Measurement, 1987
Partial knowledge was assessed in a multiple choice vocabulary test. Test reliability and concurrent validity were compared using Rasch-based dichotomous and polychotomous scoring models. Results supported the polychtomous scoring model, and moderately supported J. O'Connor's theory of vocabulary acquisition. (Author/GDC)
Descriptors: Adults, Higher Education, Knowledge Level, Latent Trait Theory
