This paper brings together a variety of item-analysis techniques into a coherent system. The system is based on classical test theory, the theorems that can be derived from the equation, X = T + E. The system extends from techniques for analyzing parts of an item separately to techniques for relating items to total test score, to sub-scores, to…

Item options of shortened forms of the Graduate Record Examination Verbal and Quantitative tests were empirically weighted by two variants of a method originally attributed to Guttman. The first method assigned to each option of an item the mean standard score on the remaining items of all subjects choosing that option. The second procedure…

When multiple-choice tests are scored in the usual manner, giving each correct answer one point, information concerning response patterns is lost. A method for utilizing this information is suggested. An example is presented and compared with two conventional methods of scoring. (Author/JKS)

The test-retest reliability of one single dichotomous item is discussed. Various indices are derived for summarizing the stability of a dichotomy, based on the concept of Platonic true scores. Both open-ended and multiple choice items are considered. (Author/JKS)

This study was designed to examine the level of dependence within multiple true-false test-item clusters by computing sets of item correlations with data from a test composed of both multiple true-false and multiple-choice items. (Author/LMO)

Adults took the Rod and Frame, Portable Rod and Frame, and Embedded Figures Tests. Absolute and algebraic frame-effect scores were more reliable and valid than rod-effect algebraic scores. Correlations with the Embedded Figures Test were so low that the interchangeability of these field articulation measures is questionable. (Author/RD)

To determine if the observed correlation between two variables can be "explained" by a third variable, a significance test on the partial correlation coefficient is often used. This can be misleading when the third variable is measured with error. This article shows how the problem can be partially overcome. (Author/BW)

Found good to excellent stability for the eight most used scales of the Pleasant Events Schedule across time periods of one, two, and three months. Analyses showed that the items and scales generally possess acceptable levels of reliability and concurrent, predictive, and construct validity. (Author/RC)

Howard's Maze test and Maw and Maw's Which-to-Discuss test were individually administered to 25 educable mentally retarded junior high school students. Although the internal consistency of both tests was acceptably high, scores were essentially unrelated to a host of demographic and other types of variables. (Author)

Assessed correspondence between the Carkhuff and the Truax scales for empathy. Undergraduates responded to nine simulated client statements. An overall correlation of .89 was found. Interrater reliabilities for both scales were high. Degree of correspondence between scales varied with the content-affect characteristics of the simulated client…

The use of analysis of covariance in conjunction with the multivariate approach to analyzing repeated measures designs is considered for designs involving between- and within-subject factors, one dependent variable, and one observation per subject on the covariate. (Author/RL)

A regression equation relating verbal and full-scale IQs was derived from scores of patients. Scores were highly correlated, and verbal IQ significantly exceeded full-scale IQ. Regression estimates closely estimated mean full-scale IQ, suggesting that the verbal scale serves effectively as a WAIS abbreviation. (Author)

Comments critically on Richards' conclusion (AA 524 939) that the extent of correlations among tests of divergent-production abilities justifies the belief in a single unitary creative aptitude. (Author/RK)

Findings here indicate that an inventory can be constructed for a wide age range of elementary school children which can predict creativity. GIFT is easy to administer and score, and correlates with a composite creativity criterion, art teacher nominations, and scores on a Uses test. (Author/RK)

Teachers' beliefs about their self-efficacy for integrating technology, their outcome expectations for integrating technology, and their interest in using technology to support student learning influence their intentions for incorporating technology into their instructional practices. To date, instruments developed to examine the relationships…