Item Difficulty and Item Validity for the Children's Group Embedded Figures Test

1994 ◽  
Vol 78 (1) ◽  
pp. 75-79
Author(s):  
Reuben R. Rusch ◽  
Cynthia L. Trigg ◽  
Ray Brogan ◽  
Scott Petriquin
Keyword(s):  
Internal Consistency ◽  
Item Difficulty ◽  
Item Analysis ◽  
Validity And Reliability ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Test Developer

The validity and reliability of the Children's Group Embedded Figures Test was reported for students in Grade 2 by Cromack and Stone in 1980; however, a search of the literature indicates no evidence for internal consistency or item analysis. Hence the purpose of this study was to examine the item difficulty and item validity of the test with children in Grades 1 and 2. Confusion in the literature over development and use of this test was seemingly resolved through analysis of these descriptions and through an interview with the test developer. One early-appearing item was unreasonably difficult. Two or three other items were quite difficult and made little contribution to the total score. Caution is recommended, however, in any reordering or elimination of items based on these findings, given the limited number of subjects ( n = 84).

Scores on the Group Embedded Figures Test by Undergraduates in Information Management

1997 ◽  
Vol 84 (3_suppl) ◽  
pp. 1135-1138 ◽  
Author(s):  
H. Joseph Murphy ◽  
Barbara Casey ◽  
Deborah A. Day ◽  
Jeffrey D. Young
Keyword(s):  
Sex Differences ◽  
Information Management ◽  
Internal Consistency ◽  
Item Difficulty ◽  
Original Sample ◽  
Distribution Characteristics ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Applied Arts

The Group Embedded Figures Test was administered to 63 undergraduates in a program for a Bachelor of Applied Arts in Information Management. Distribution characteristics, sex differences, reliability, and internal consistency measures for this sample were compared with those for Witkin's original sample. In addition, item difficulty and discrimination coefficients are provided. Scores for this group show desirable measurement characteristics.

Relations of Scores on Children's Embedded Figures Test with Age, Item Difficulty and Internal Consistency

1997 ◽  
Vol 85 (2) ◽  
pp. 675-682 ◽  
Author(s):  
Juan Antonio Amador-Campos ◽  
Teresa Kirchner-Nebot
Keyword(s):  
Primary School ◽  
Internal Consistency ◽  
Item Difficulty ◽  
Consistency Test ◽  
Retest Reliability ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
One Year ◽  
Test Retest Reliability

This study analyzes the Children's Embedded Figures Test by examining its internal consistency, test-retest reliability, the order of difficulty of the items, and the change of scores with age. Among the sample 337 boys and 287 girls who were between the ages of 6 and 11 years and in the first five grades of primary school scores increased significantly. The test presented moderate internal consistency (.86), and the test-retest reliability after one year was .63. The order of difficulty of the items did not coincide with the order proposed by the test's authors and varied from grade to grade, i.e., in the Tent series Item 4 and in the House series Item 5 were among the most difficult.

Psychometric Data on the Group Embedded Figures Test for a Sample of Adult Learners

1987 ◽  
Vol 65 (2) ◽  
pp. 583-586 ◽  
Author(s):  
Anne L. Cummings ◽  
Harry G. Murray
Keyword(s):  
Sex Differences ◽  
Adult Learners ◽  
Internal Consistency ◽  
Distribution Characteristics ◽  
Embedded Figures Test ◽  
Psychometric Data ◽  
Embedded Figures ◽  
Group Embedded Figures Test

The Group Embedded Figures Test (GEFT) was administered to 70 teachers taking a counseling course. Distribution characteristics, reliability, internal consistency, and sex differences are presented.

Reliability and Validity of the Group Embedded Figures Test across the Life Span

1980 ◽  
Vol 50 (3_suppl) ◽  
pp. 1171-1174 ◽  
Author(s):  
Paul E. Panek ◽  
Laura G. Funk ◽  
Pamela K. Nelson
Keyword(s):  
Construct Validity ◽  
Life Span ◽  
Internal Consistency ◽  
Age Groups ◽  
Reliability And Validity ◽  
Entire Sample ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Rod And Frame Test

Data from a previous investigation were reanalyzed to determine the split-half reliability and two forms of validity, i.e., internal consistency and construct, of the Group Embedded Figures Test across the life span. Subjects were 175 females, ranging in age from 17 to 72 yr., who fell into one of seven age groups. The Group Embedded Figures had adequate split-half reliability for the entire sample and for each age group. Significant, consistent differences between performance on Parts II and III of the GEFT were found. Estimates of internal consistency were adequate. Though satisfactory construct validity for the total correct on Parts II and III was obtained as correlations with the Portable-Rod-and-Frame Test for the entire sample, the construct validity of the Group Embedded Figures and separate parts was not adequately demonstrated within all age groups.

Group Embedded Figures Test: Psychometric Data for a Sample of Canadian Undergraduate Business Students

1988 ◽  
Vol 67 (1) ◽  
pp. 195-198 ◽  
Author(s):  
Lissa S. E. McRae ◽  
Jeffrey D. Young
Keyword(s):  
Sex Differences ◽  
Internal Consistency ◽  
Business Students ◽  
Business Administration ◽  
Distribution Characteristics ◽  
Embedded Figures Test ◽  
Psychometric Data ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Undergraduate Business Students

The Group Embedded Figures Test was administered to a group of 150 Canadian senior undergraduates in business administration. Distribution characteristics, sex differences, reliability, and internal consistency measures for this group were compared to previously published norms for samples of USA students.

Group Embedded-Figures Test: Psychometric Data for a Sample of Business Students

1983 ◽  
Vol 56 (3) ◽  
pp. 707-710 ◽  
Author(s):  
Gerardine De Sanctis ◽  
Robert Dunikoski
Keyword(s):  
Sex Differences ◽  
Undergraduate Students ◽  
Internal Consistency ◽  
Business Students ◽  
Distribution Characteristics ◽  
Embedded Figures Test ◽  
Psychometric Data ◽  
Embedded Figures ◽  
Group Embedded Figures Test

185 undergraduate students in business completed the Group Embedded-figures Test. Distribution characteristics, sex differences, reliability, internal consistency, and differences across independent samples were examined.

An Irish Psychometric Appraisal of the Group Embedded Figures Test

1983 ◽  
Vol 57 (2) ◽  
pp. 647-648 ◽  
Author(s):  
Aidan P. Moran
Keyword(s):  
University Students ◽  
Internal Consistency ◽  
Concurrent Validity ◽  
Discriminative Power ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test

The objective of this paper is to provide a psychometric appraisal of the Group Embedded Figures Test for Irish industrial apprentices and university students. Items 1 and 9 in Section 2 and Items 1, 2, 3, 4, 6, 7, and 8 in Section 3 appear to lack discriminative power. The internal consistency, stability, and concurrent validity of this test are satisfactory, however.

Group Embedded-Figures Test: Psychometric Data

1980 ◽  
Vol 50 (1) ◽  
pp. 32-34 ◽  
Author(s):  
Heather Carter ◽  
Robert Loo
Keyword(s):  
Sex Differences ◽  
Internal Consistency ◽  
Test Item ◽  
Distribution Characteristics ◽  
Embedded Figures Test ◽  
Psychometric Data ◽  
Embedded Figures ◽  
Group Embedded Figures Test

The study examined the performance of 266 undergraduates on the Group Embedded-figures Test. Item analyses, distribution characteristics, internal consistency, sex differences, and differences across independent samples were examined.

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