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Journal of Educational… | 5 |
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Thissen, David; Wainer, Howard – Journal of Educational Statistics, 1990
Confidence envelopes for one-parameter, two-parameter, and three-parameter logistic item response models are illustrated. M-line plots showing the genesis of the envelope and the density of lines in the confidence region are described and illustrated. (Author/SLD)
Descriptors: Equations (Mathematics), Graphs, Item Response Theory, Mathematical Models

Holland, Paul W.; Thayer, Dorothy T. – Journal of Educational Statistics, 1985
Section pre-equating (SPE) equates a new test to an old test prior to the actual use of a new test by making extensive use of experimental sections of a testing instrument. SPE theory is extended to allow for practice effects on both the old and new tests. (Author/BS)
Descriptors: Equated Scores, Mathematical Models, Statistical Studies, Test Construction

Boekkooi-Timminga, Ellen – Journal of Educational Statistics, 1990
The construction of parallel tests from item-response-theory-based item banks is discussed. Two methods for sequentially selecting parallel tests and two methods for simultaneously constructing tests using 0-1 linear programing are compared. Advantages and disadvantages of these techniques are reviewed. (SLD)
Descriptors: Equations (Mathematics), Item Banks, Item Response Theory, Linear Programing

Reckase, Mark D. – Journal of Educational Statistics, 1979
Since all commonly used latent trait models assume a unidimensional test, the applicability of the procedure to obviously multidimensional tests is questionable. This paper presents the results of the application of latent trait, traditional, and factor analyses to a series of actual and hypothetical tests that vary in factoral complexity.…
Descriptors: Achievement Tests, Factor Analysis, Goodness of Fit, Higher Education

Longford, Nicholas T. – Journal of Educational Statistics, 1990
A multilevel variance component analysis from the pilot year of pretesting an instrument--the GENED--designed to present information about general education outcomes is presented, using data from about 11,000 college students. The analysis addresses the discriminant validity of the subtests and statistical issues in test construction. (SLD)
Descriptors: College Students, Discriminant Analysis, General Education, Higher Education