Test reliability and effective test length

Measures of effective test length are developed for speeded and power tests, which are independent of the number of items in the test or of the time required for administration. These measures are used in determining reliability for (1) speeded and power tests, where a separately timed short parallel form is administered in addition to the full-length test; (2) power tests, where a subset of items is imbedded within the total test, parallel to the total test; and (3) power tests, where the subset of items is correlated with the complementary parallel subset in the test.     

钟面画测试及其在ADHD儿童中的研究

钟面画测试被广泛用于研究和测试老年人群中的各种认知缺陷和认知老化,是一种有用的筛选老年痴呆症病人的工具。近年来它也被用于研究正常儿童和ADHD儿童。该文回顾了钟面画测试所涉及的内部认知过程以及影响钟面画测试的各种因素、钟面画测试与执行功能测试之间的相关,并且重点回顾了钟面画测试在正常儿童和ADHD儿童中的研究。由于钟面画测试本身简便、快捷,可以迅速地大规模筛选障碍儿童,在这方面的研究具有重大的实践意义。     

Revising psychological tests: lessons learned from the revision of the MMPI

Some types of psychological tests become dated and require more frequent and more extensive revision than others. Because of the formidable effort that is required in a test revision, the goals and scope of the revision need to be carefully staked out before a revision is undertaken. The revision team needs to develop a generally agreed-upon guiding philosophy for the test revision in the beginning of the project and incorporate broad input into the changes that are likely to be required. Factors important to consider in a test revision are discussed, and the parameters of personality test revision illustrated from the extensive program to revise the Minnesota Multiphasic Personality Inventory (MMPI) are included. Recommendations for gauging acceptance of the revision are suggested along with steps that revisers and publishers might take to make a test revision both more research based and more acceptable to test users.     

Multilevel multidimensional item response model with a multilevel latent covariate

In a pre‐test–post‐test cluster randomized trial, one of the methods commonly used to detect an intervention effect involves controlling pre‐test scores and other related covariates while estimating an intervention effect at post‐test. In many applications in education, the total post‐test and pre‐test scores, ignoring measurement error, are used as response variable and covariate, respectively, to estimate the intervention effect. However, these test scores are frequently subject to measurement error, and statistical inferences based on the model ignoring measurement error can yield a biased estimate of the intervention effect. When multiple domains exist in test data, it is sometimes more informative to detect the intervention effect for each domain than for the entire test. This paper presents applications of the multilevel multidimensional item response model with measurement error adjustments in a response variable and a covariate to estimate the intervention effect for each domain.     

Diagnosis of asocial, aggressive behavior--experiences with Petermann and Petermann's "EAS"

This article describes the testing and first application under standardized conditions of Petermann and Petermann's psychometric test for assessing aggressive social behaviour in specific situations among children aged 9 to 11 years in the GDR. Experience gained in using the test is reported, and orientational scores are given as a first step towards restandardization for this age span. The possibility of standardizing the test for application in the GDR is discussed, and proposals are made to broaden the test (especially by the development of an appropriate scoring scale). The connections between the scores and a few other important test variables are discussed, and the author shows clearly that the results of the test and the answers given depend on the "tendency to social desirability".     

两水平研究中单维测验信度的估计

在心理、教育和管理等研究领域中,经常会碰到两水平（两层）的数据结构,如学生嵌套在班级中,员工嵌套在企业中。在两水平研究中,被试通常不是独立的,如果直接用单水平信度公式进行估计,会高估测验信度。文献上已有研究讨论如何更准确地估计两水平研究中单维测验的信度。本研究指出了现有的估计公式的不足之处,用两水平验证性因子分析推导出一个新的信度公式,举例演示如何计算,并给出简单的计算程序。     

Test anxiety,self-evaluative worry,and sleep disturbance in college students

Abstract

The present research examined the extent to which sleep disturbance is involved in the experience of test anxiety. In Study 1, a sample of 80 subjects completed a trait measure of test anxiety and completed a sleep inventory with reference to the past 30 days. In Study 2, a sample of 188 subjects provided measures of trait and state test anxiety and completed a sleep inventory for the night preceding an actual test. The results of Study 1 and Study 2 confirmed that test anxiety is associated with self-reported sleep disturbance. In addition, the results of Study 2 showed that sleep disturbance is also associated with increased state test anxiety. Finally, it was found in Study 2 that sleep disturbance was not related to actual test performance. However, poorer test performance was associated with increased state and trait test anxiety. It is concluded that certain characteristics associated with test anxiety are stable and may be detected in evaluative and non-evaluative situations. The results are discussed with particular reference to their implications for the test anxiety construct itself as well as treatment strategies for the test-anxious student.     

Validity of USES Aptitude Test Batteries for Predicting MDTA Training Success

As a result of the continuing Federal-State cooperative test research program in the Employment Service, aptitude test batteries for a large number of specific occupations have been developed. These test batteries are in daily use by Employment Service counselors of candidates for training programs established under the Manpower Development and Training Act (MDTA) of 1962. To what extent are these test batteries predictive of success of enrollees in MDTA courses? This article summarizes the available evidence on this question, based on data for 875 MDTA trainees in 12 courses. In 10 of the 12 samples the operational test norms showed significant cross validity.     

MMPI–A Forensic Case Studies: Uses in Documented Court Decisions

The preliminary development of a personality test, the Zax Information Profile (ZIP), involving 24 content areas was described. Measures of internal consistency of the items in the separate sub-tests are reported as well-as the factor structure of the test with reference to several different S samples. Although internal consistency measures are not as high as were hoped for, they are consistent with similar measures done on somewhat similar test instruments. Furthermore, an external validation study demonstrated that the test differentiated very effectively between music students and arts college students in the predicted directions. The potential use of the test as a screening device for entering college students, and as an instrument for providing leads for constructing optimal housing arrangements and programs to prevent social maladjustment in college students was discussed.     

The detection and influence of problematic item content in ability tests: An examination of sensitivity review practices for personnel selection test development

In organizational and educational practices, sensitivity reviews are commonly advocated techniques for reducing test bias and enhancing fairness. In the present paper, results from two studies are reported which investigate how effective individuals are at detecting problematic test content and the influence such content has on important testing outcomes. In Study 1, signal detection analyses are used to examine the role of individual differences in the identification of insensitive test items, while Study 2 investigates the extent to which insensitivity differentially influences item performance and reactions. Results revealed small but significant differences in the overall accuracy and response tendencies of student test reviewers on the basis of demographics and key individual differences variables. Contrary to predictions however, problematic items did not exhibit differential item functioning across sex nor did their presence engender negative test taker reactions. Implications and suggestions for future research and sensitivity review practices are discussed.     

团体儿童智力测验的编制：目的、准则及其衡鉴

论文阐述了选择编制与世界著名的个别施测的韦克斯勒儿童智力测验相似的但团体施行的儿童智力测验的理由;论述了指导新编测验的五条准则以及选题过程;还报告了对新编测验试用稿的几次相继的因素分析及其它的信度、效度检验结果。     

Multiway contingency tables: Monte Carlo resampling probability values for the chi-squared and likelihood-ratio tests

Monte Carlo resampling methods to obtain probability values for chi-squared and likelihood-ratio test statistics for multiway contingency tables are presented. A resampling algorithm provides random arrangements of cell frequencies in a multiway contingency table, given fixed marginal frequency totals. Probability values are obtained from the proportion of resampled test statistic values equal to or greater than the observed test statistic value.     

Sex differences in scholastic aptitude: The Israeli scene

The major goal of the present study is two-fold: (a) To assess the direction, magnitude and profile of sex differences in scholastic aptitude test performance among Israeli college student candidates and (b) to test for possible sex bias in the construct validity of aptitude test scores. The analyses are based on the college admissions aptitude test scores of 1088 female and 690 male college candidates, applying for admissions to a major Israeli campus. On the whole, the data are consistent with much previous research, generated mainly from the American scene, showing small but consistent sex differences in favor of male examinees for the test as a whole and for the quantitative subscale, in particular. Also, the sex difference profiles for varying ethnic groups in the sample are surprisingly similar. Furthermore, our data show little evidence for differential construct validity of ability test scores by gender. On the whole, our data lend a greater degree of generality and cross-cultural validity to the bulk of previous research negating the sex bias contention and pointing to negligible gender differences in scholastic aptitude.     

Comparing latent distributions

We consider the problem of comparingm latent population distributions when the observed values are scores on a test battery with binary items. The latent densities are assumed to be normal densities, and we consider a test for equality of the means as well as a test equality of the variances. In addition, we consider a longitudinal model, where the test battery has been applied to the same individuals at different points in time. This model allows for correlations between the latent variable at different time points, and methods are discussed for estimating the correlation coefficient.This work was supported in part by a grant from the Danish Social Science Research Council.     

Future of Psychometrics: Ask What Psychometrics Can Do for Psychology

I address two issues that were inspired by my work on the Dutch Committee on Tests and Testing (COTAN). The first issue is the understanding of problems test constructors and researchers using tests have of psychometric knowledge. I argue that this understanding is important for a field, like psychometrics, for which the dissemination of psychometric knowledge among test constructors and researchers in general is highly important. The second issue concerns the identification of psychometric research topics that are relevant for test constructors and test users but in my view do not receive enough attention in psychometrics. I discuss the influence of test length on decision quality in personnel selection and quality of difference scores in therapy assessment, and theory development in test construction and validity research. I also briefly mention the issue of whether particular attributes are continuous or discrete.     

Estimating the parameters of the latent population distribution

Under consideration is a test battery of binary items. The responses ofn individuals are assumed to follow a Rasch model. It is further assumed that the latent individual parameters are distributed within a given population in accordance with a normal distribution. Methods are then considered for estimating the mean and variance of this latent population distribution. Also considered are methods for checking whether a normal population distribution fits the data. The developed methods are applied to data from an achievement test and from an attitude test.     

An improved portmanteau test for autocorrelated errors in interrupted time-series regression models

A new portmanteau test for autocorrelation among the errors of interrupted time-series regression models is proposed. Simulation results demonstrate that the inferential properties of the proposed Q(H-M) test statistic are considerably more satisfactory than those of the well known Ljung-Box test and moderately better than those of the Box-Pierce test. These conclusions generally hold for a wide variety of autoregressive (AR), moving averages (MA), and ARMA error processes that are associated with time-series regression models of the form described in Huitema and McKean (2000a, 2000b).     

Computerized adaptive testing,anxiety levels,and gender differences

This study compares the amount of test anxiety experienced on a computerized adaptive test (CAT) to a paper-and-pencil test (P&P), as well as the state test anxiety experienced between males and females. Ninety-four middle school CAT examinees were compared to 65 middle school P&P examinees on their responses to the State-Trait Anxiety Inventory for Children (STAIC) after taking a standardized achievement test. Results of a multiple regression showed that P&P examinees had a higher mean STAIC score than CAT examinees after controlling for trait test anxiety and computer anxiety. Evidence of neither a main nor a moderator effect of gender was found. However, a subsequent path analysis gave evidence of an indirect effect of gender on STAIC score mediated by trait test anxiety. Results are discussed in the context of stereotype threat and the implications for the use of CAT in schools, given the digital divide between race and socioeconomic status. Recommendations for future research and practice are offered.     

New Methods for Comparing Groups

Abstract— A commonly used method for comparing groups of individuals is the analysis of variance (ANOVA) F test. When the assumptions underlying the derivation of this test are true, its power, meaning its probability of detecting true differences among the groups, competes well with all other methods that might be used. But when these assumptions are false, its power can be relatively low. Many new statistical methods have been proposed—ones that are aimed at achieving about the same amount of power when the assumptions of the F test are true but which have the potential of high power in situations where the F test performs poorly. A brief summary of some relevant issues and recent developments is provided. Some related issues are discussed and implications for future research are described.