scholarly journals Item Analysis of “character/pronunciation” in ‘JapaneseⅠ’ of the College Scholastic Ability Test

2018 ◽  
Vol null (80) ◽  
pp. 203-222
Author(s):  
Daiha Cho
Keyword(s):  
Item Analysis ◽  
Ability Test

scholarly journals Development, Item Analysis and Standardization of Teachers Cognitive Ability Test

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
H.K. Nanda ◽  
Shruti Marwaha ◽  
Pawandeep Chawla
Keyword(s):  
Cognitive Ability ◽  
Item Analysis ◽  
Sampling Procedure ◽  
Cognitive Factors ◽  
Linear Regression Method ◽  
Ability Test ◽  
Test Items ◽  
Measurement And Analysis ◽  
Valid Test ◽  
Insight Into

The present research study was conducted for the development, item analysis and standardization of Teachers Cognitive Ability Test. Random sampling procedure was followed to select 383 subjects from different cities. Subjects consisted of male as well as female in-service teachers. The objective of the research was achieved in the form of a reliable and valid test intended to provide an insight into those scientific methodologies that can help us measure and reorder human intelligence to enhance cognitive factors among teachers by filling the gaps, to produce successful and efficient teachers. The validity was estimated through linear regression method. The reliability was calculated via Test-Retest Method. The main objective of the study was to develop test items through Bloom’s taxonomy, Leslie Wilson theory, determining the Difficulty, Discrimination Index & Reliability. The test would help in the identification, measurement and analysis of core cognitive ability factors that determine success in teaching.

A flexible test grading and item analysis system

1974 ◽  
Vol 38 (12) ◽  
pp. 691-696
Author(s):  
GL Olde ◽  
CP Cole ◽  
JW Wittrock
Keyword(s):  
Item Analysis ◽  
Analysis System

Item analysis of the ‘My Use of Interpersonal Skills Inventory’

1995 ◽  
Vol 23 (3) ◽  
pp. 377-386 ◽  
Author(s):  
Ahmet Sirin ◽  
Eric Hall ◽  
Carol Hall ◽  
Jane Restorick
Keyword(s):  
Interpersonal Skills ◽  
Item Analysis

Assessing Stressors Related to Migration in Patients With Psychiatric Disorders

2012 ◽  
Vol 28 (4) ◽  
pp. 262-269 ◽  
Author(s):  
Matthias Johannes Müller ◽  
Suzan Kamcili-Kubach ◽  
Songül Strassheim ◽  
Eckhardt Koch
Keyword(s):  
Interrater Reliability ◽  
Item Analysis ◽  
Global Assessment Of Functioning ◽  
Family Conflicts ◽  
Response Options ◽  
Reliability Indices ◽  
Dsm Iv ◽  
Functional Relevance ◽  
Sum Scores ◽  
Gaf Scores

A 10-item instrument for the assessment of probable migration-related stressors was developed based on previous work (MIGSTR10) and interrater reliability was tested in a chart review study. The MIGSTR10 and nine nonspecific stressors of the DSM-IV Axis IV (DSMSTR9) were put into a questionnaire format with categorical and dimensional response options. Charts of 100 inpatients (50 Turkish migrants [MIG], 50 native German patients [CON]) with affective or anxiety disorder were reviewed by three independent raters and MIGSTR10, DSMSTR9, and Global Assessment of Functioning scale (GAF) scores were obtained. Interrater reliability indices (ICC) of items and sum scores were calculated. The prevalence of single migration-related stressors in MIG ranged from 15% to 100% (CON 0–92%). All items of the MIGSTR10 (ICC 0.58–0.92) and the DSMSTR9 (ICC 0.56–0.96) reached high to very high interrater agreement (p < .0005). The item analysis of the MIGSTR10 revealed sufficient internal consistency (Cronbach’s α = 0.68/0.69) and only one item (“family conflicts”) without substantial correlation with the remaining scale. Correlation analyses showed a significant overlap of dimensional MIGSTR10 scores (r² = 0.25; p < .01) and DSMSTR9 scores (r² = 9%; p < .05) with GAF scores in MIG indicating functional relevance. MIGSTR10 is considered a feasible, economic, and reliable instrument for the assessment of stressors potentially related to migration.

Three Conceptual Impediments to Developing Scale Theory for Formative Scales

Methodology ◽  
2018 ◽  
Vol 14 (4) ◽  
pp. 156-164 ◽  
Author(s):  
Keith A. Markus
Keyword(s):  
Scale Development ◽  
Item Analysis ◽  
Model Fitting ◽  
Item Bias ◽  
Validity Evidence ◽  
Scale Theory ◽  
Underlying Theory ◽  
Standard Scale ◽  
Item Scores

Abstract. Bollen and colleagues have advocated the use of formative scales despite the fact that formative scales lack an adequate underlying theory to guide development or validation such as that which underlies reflective scales. Three conceptual impediments impede the development of such theory: the redefinition of measurement restricted to the context of model fitting, the inscrutable notion of conceptual unity, and a systematic conflation of item scores with attributes. Setting aside these impediments opens the door to progress in developing the needed theory to support formative scale use. A broader perspective facilitates consideration of standard scale development concerns as applied to formative scales including scale development, item analysis, reliability, and item bias. While formative scales require a different pattern of emphasis, all five of the traditional sources of validity evidence apply to formative scales. Responsible use of formative scales requires greater attention to developing the requisite underlying theory.

Is Retest Bias Biased?

2016 ◽  
Vol 15 (2) ◽  
pp. 45-54 ◽  
Author(s):  
Jason G. Randall ◽  
Anton J. Villado ◽  
Christina U. Zimmer
Keyword(s):  
Sex Differences ◽  
Emotional Stability ◽  
Adverse Impact ◽  
Mental Ability ◽  
Ability Test ◽  
General Mental Ability ◽  
Psychological Mechanisms

Abstract. The purpose of this study was to test for race and sex differences in general mental ability (GMA) retest performance and to identify the psychological mechanisms underlying these differences. An initial and retest administration of a GMA assessment separated by a six-week span was completed by 318 participants. Contrary to our predictions, we found that race, sex, and emotional stability failed to moderate GMA retest performance. However, GMA assessed via another ability test and conscientiousness both partially explained retest performance. Additionally, we found that retesting may reduce adverse impact ratios by lowering the hiring threshold. Ultimately, our findings reinforce the need for organizations to consider race, sex, ability, and personality when implementing retesting procedures.

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

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