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| Journal of Educational… | 7 |
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| Akeju, S. A. | 1 |
| Angoff, William H. | 1 |
| Budescu, David | 1 |
| May, Kim | 1 |
| Nicewander, W. Alan | 1 |
| Rudner, Lawrence M. | 1 |
| Schrader, William B. | 1 |
| Taylor, Cie | 1 |
| White, Karl R. | 1 |
| Yoshida, Roland K. | 1 |
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Peer reviewedBudescu, David – Journal of Educational Measurement, 1985
An important determinant of equating process efficiency is the correlation between the anchor test and components of each form. Use of some monotonic function of this correlation as a measure of equating efficiency is suggested. A model relating anchor test length and test reliability to this measure of efficiency is presented. (Author/DWH)
Descriptors: Correlation, Equated Scores, Mathematical Models, Standardized Tests
Peer reviewedAkeju, S. A. – Journal of Educational Measurement, 1972
Study was an attempt to evaluate the West African Examinations Council efforts in terms of the extent to which its marking procedures have ensured high reader reliability for the English Language Essay examination, a test which was designed to measure writing ability. (Author)
Descriptors: Essay Tests, Examiners, Foreign Countries, Multiple Choice Tests
Peer reviewedRudner, Lawrence M. – Journal of Educational Measurement, 1983
Nine indices for assessing the accuracy of an individual's test score were evaluated using simulated item responses to a commercial and a classroom test. The indices appear capable of identifying relatively high proportions of examinees with spurious total scores. (Author/PN)
Descriptors: Correlation, Item Analysis, Latent Trait Theory, Measurement Techniques
Peer reviewedMay, Kim; Nicewander, W. Alan – Journal of Educational Measurement, 1994
Reliabilities and information functions for percentile ranks and number-right scores were compared using item response theory, modeling standardized achievement tests. Results demonstrate that situations exist in which the percentage of items known by examinees can be accurately estimated, but the percentage of persons falling below a given score…
Descriptors: Achievement Tests, Difficulty Level, Equations (Mathematics), Estimation (Mathematics)
Peer reviewedTaylor, Cie; White, Karl R. – Journal of Educational Measurement, 1982
A comparison of three treatments (training students to take tests, training teachers to administer tests, and reinforcing reading test score improvement) showed that group achievement scores more accurately indicate what students know if motivated to do their best in tests and take tests from teachers trained to administer standardized tests.…
Descriptors: Achievement Tests, Motivation, Primary Education, Reinforcement
Peer reviewedAngoff, William H.; Schrader, William B. – Journal of Educational Measurement, 1984
The reported data provide a basis for evaluating the formula-scoring versus rights-scoring issue and for assessing the effects of directions on the reliability and parallelism of scores for sophisticated examinees taking professionally developed tests. Results support the invariance hypothesis rather than the differential effects hypothesis.…
Descriptors: College Entrance Examinations, Guessing (Tests), Higher Education, Hypothesis Testing
Peer reviewedYoshida, Roland K. – Journal of Educational Measurement, 1976
Teacher-selected test level resulted in: (1) most Educable Mentally Retarded students tested responding above chance levels on all subtests of the Metropolitan Achievement Test, (2) reliability coefficients comparable to those of the standardization sample, and (3) moderate to high positive point-biserial correlations for all subtest-level…
Descriptors: Achievement Tests, Age Grade Placement, Elementary Secondary Education, Item Analysis
