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Cahan, Sorel; Gamliel, Eyal – Journal of Educational Measurement, 2006
Despite its intuitive appeal and popularity, Thorndike's constant ratio (CR) model for unbiased selection is inherently inconsistent in "n"-free selection. Satisfaction of the condition for unbiased selection, when formulated in terms of success/acceptance probabilities, usually precludes satisfaction by the converse probabilities of…
Descriptors: Probability, Bias, Mathematical Concepts, Mathematical Models
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Huynh, Huynh – Journal of Educational Measurement, 1976
Within the beta-binomial Bayesian framework, procedures are described for the evaluation of the kappa index of reliability on the basis of one administration of a domain-referenced test. Major factors affecting this index include cutoff score, test score variability and test length. Empirical data which substantiate some theoretical trends deduced…
Descriptors: Criterion Referenced Tests, Decision Making, Mathematical Models, Probability
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Subkoviak, Michael J. – Journal of Educational Measurement, 1976
A number of different reliability coefficients have recently been proposed for tests used to differentiate between groups such as masters and nonmasters. One promising index is the proportion of students in a class that are consistently assigned to the same mastery group across two testings. The present paper proposes a single test administration…
Descriptors: Criterion Referenced Tests, Mastery Tests, Mathematical Models, Probability
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Sawyer, Richard – Journal of Educational Measurement, 1996
Decision theory is a useful method for assessing the effectiveness of the components of a course placement system. The effectiveness of placement tests or other variables in identifying underprepared students is described by the conditional probability of success in a standard course. Estimating the conditional probability of success is discussed.…
Descriptors: College Students, Estimation (Mathematics), Higher Education, Mathematical Models
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Spray, Judith A.; Welch, Catherine J. – Journal of Educational Measurement, 1990
The effect of large, within-examinee item difficulty variability on estimates of the proportion of consistent classification of examinees into mastery categories was studied over 2 test administrations for 100 simulated examinees. The proportion of consistent classifications was adequately estimated using the technique proposed by M. Subkoviak…
Descriptors: Classification, Difficulty Level, Estimation (Mathematics), Item Response Theory