Analysis of variance methods were used to investigate the reliability of scores on open ended items in the National Assessment of Educational Progress. The study was designed to determine their stability over seven different scorers and time of scoring during a three-month interval. (Author/CTM) Aspect of National Assessment (NAEP) dealt with in…

Two estimation procedures for the Rasch Model of test analysis are reviewed in detail, particularly with respect to new developments that make the more statistically rigorous conditional maximum likelihood estimation practical for use with longish tests. (Author/JKS)

Multiple-choice tests composed entirely of two-, three-, or four-choice items were investigated. Results indicated that number of alternatives per item was inversely related to item difficulty, but directly related to item discrimination. Reliability and standard error of measurement of three-choice item tests was equivalent or superior.…

Construct validity of the six scales of the Career Development Inventory was investigated with 312 tenth-grade students. The subscales were found to demonstrate adequate discriminant validity except for certain cognitive subscales. (Author/CP)

Test-retest correlations can lead to biased reliability estimates when there is instability of true scores and/or when measurement errors are correlated. Using three administrations of the Test of Standard Written English and essay ratings, an analysis is demonstrated which separates true score instability and correlated errors. (Author/BW)

This paper elaborates on the work of Cardinet, and others, by clarifying some points regarding calculations, specifically with reference to existing computer programs, and by presenting illustrative examples of the calculation and interpretation of several generalizability coefficients from a complex six-facet (factor) design. (Author/RL)

Generalizability theory provides the teacher and the researcher with a flexible method for establishing reliability coefficients in tests. This theory is effective in estimating reliability for a set of motor performance test scores. (CJ)

A direct comparison was made of the reliability and validity of the standard Matching Familiar Figures Test (MFF) to a recent longer version of the task (MFF20) with 76 learning disabled children (7 to 12 years old). The N. Salkind and J. Wright (1977) formulation was used to generate continuous data, and IQ was statistically controlled. (Author)

Reliabilities and concurrent validities of teacher-made multiple-choice and true-false tests were compared. No significant differences were found even when multiple-choice reliability was adjusted to equate testing time. (Author/MH)

Development and validation of this measure follow the behavioral-analytic method described by Goldfried and D'Zurilla. The measure's three subscales correlate with peer and teacher reports of subjects' interpersonal behavior and have moderate split-half and test-retest reliabilities. (Author)

The purpose of this study is to check on the internal reliability of the Piers-Harris Self-Concept Scale with a British population aged 9 to 12 and, by means of a principal components analysis, to contruct a short form of the scale valid for both sexes. (Author)

The Affective Reporting System was developed to improve the measurement of children's attitudes toward school and toward specific subjects. The reliability and validity of two new measures--Me and What I like Best--are described. (See also RIE: ED 161 961.) (GDC)

College juniors (N=28) tested two versions of the Marshall Flotation Technique to obtain consistency of descriptive comments in rating themes compared with number and letter grades. High reliability estimates for all four pre and post-test groups and a significant decline from pre to post groups in number of comments resulted. (Author)

Psychological cost, benefit, and profit scales, with regard to continued education, were constructed on the basis of questionnaire data from 421 high school seniors. The analyses showed a clear, positive relationship between psychological benefit-profit and level of aspiration with regard to continued education. (Author)

The Peabody Individual Achievement Test (PIAT) was administered to matched samples of 30 Mexican-American and 30 Anglo-American children. Indices of internal consistency and standard errors of measurement were generally equivalent for groups. It was concluded that the PIAT is as reliable with Mexican-American children as with their Anglo…