Detection of a Skill Dichotomy Using Standardized Achievement Test Items.

Haertel, Edward

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Peer reviewed

ERIC Number: EJ296237

Record Type: Journal

Publication Date: 1984

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Detection of a Skill Dichotomy Using Standardized Achievement Test Items.

Haertel, Edward

Journal of Educational Measurement, v21 n1 p59-72 Spr 1984

Multiple-choice reading comprehension items from a conventional, norm-referenced reading comprehension test were successfully analyzed using a simple latent class model. Results support the use of latent class, state mastery models with more heterogenous item pools than has been previously advocated. (Author/PN)

Descriptors: Grade 4, Intermediate Grades, Item Analysis, Latent Trait Theory, Mastery Tests, Models, Reading Comprehension, Reading Tests, Scoring, Standardized Tests, Student Placement, Test Items

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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Identifiers - Assessments and Surveys: Metropolitan Achievement Tests

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