This study explored alternative methods of estimating the number of latent dimensions represented by binary test data. The alternative methods vary in their complexity and include: (1) the minimum average partial correlation technique (MAP; W. Velicer, 1976) applied to phi correlations between binary responses; (2) the bootstrapped parallel…

The scores on two distinct tests (e.g., essay and objective) are often combined into a composite score, which is used to make decisions. The validity of the observed composite can sometimes be evaluated relative to a separate criterion. In cases where no criterion is available, the observed composite has generally been evaluated in terms of its…

Type I error rates of the likelihood ratio test for the detection of differential item functioning (DIF) in the partial credit model were investigated using simulated data. The partial credit model with four ordered performance levels was used to generate data sets of a 30-item test for samples of 300 and 1,000 simulated examinees. Three different…

This study provided preliminary results about the performance of the DIMTEST statistical procedure for detecting multidimensionality with data simulated from both compensatory and noncompensatory models under a latent structure where all items in a test were influenced by the same two abilities. For the first case, data were simulated to reflect…

Describes the PROF technique which is specifically designed for research dealing with individual differences in information processing. The PROF technique isolates the degree of homogeneity among raters and defines the capturing policies of these raters. (JA)

Simulation combines the values of cooperative education and the project method for providing a greater number of the facets of learning. The three basic types of simulation are: physical, social, and environmental. All can be applied to distributive education. Research is being conducted to determine when to use which type. (AG)

This article describes scenario development and suggests plans for the use of scenarios in simulations and games. (BB)

An outline of a basic debriefing structure which the author considers applicable to most simulation games in the classroom. (AK)

The author suggests that simulation should be a combination of computerized dynamic environments and rich qualitative humanistic environments.'' (Author/AK)

A review of a simulation on urban processes. (MM)

Describes incorporating the use of memorandums as a technique of training engineering managers. Training Technology is a quarterly supplement to Educational Technology Magazine. (GR)

This article deals with teacher training methods designed to enable student teachers to practise decision-making. (AA)