Educational MeasurementsFundamentals of Educational Measurement. Chester Arthur Gregory

1923 ◽  
Vol 31 (3) ◽  
pp. 233-233
Author(s):  
Wilbur L. Beauchamp
Keyword(s):  
Educational Measurement

Tolerance Intervals for True Scores

1985 ◽  
Vol 10 (1) ◽  
pp. 1-17 ◽  
Author(s):  
David Jarjoura
Keyword(s):  
Confidence Intervals ◽  
Practical Implication ◽  
Educational Measurement ◽  
True Score ◽  
Tolerance Intervals ◽  
Observed Score ◽  
True Scores

Issues regarding tolerance and confidence intervals are discussed within the context of educational measurement and conceptual distinctions are drawn between these two types of intervals. Points are raised about the advantages of tolerance intervals when the focus is on a particular observed score rather than a particular examinee. Because tolerance intervals depend on strong true score models, a practical implication of the study is that true score tolerance intervals are fairly insensitive to differences in assumptions among the five models studied.

The Nature of Educational Measurement

1932 ◽  
Vol 40 (7) ◽  
pp. 497-504
Author(s):  
Frederick S. Breed
Keyword(s):  
Educational Measurement

Reconstructing Validity

2007 ◽  
Vol 36 (8) ◽  
pp. 470-476 ◽  
Author(s):  
Pamela A. Moss
Keyword(s):  
Construct Validity ◽  
Test Scores ◽  
Scientific Inquiry ◽  
Educational Measurement ◽  
Validity Theory ◽  
Validity Research ◽  
Unitary Concept

In response to Lissitz and Samuelsen (2007) , the author reconstructs the historical arguments for the more comprehensive unitary concept of validity and the principles of scientific inquiry underlying it. Her response is organized in terms of four questions: (a) How did validity in educational measurement come to be conceptualized as unitary, and why? (b) What is construct validity, and how does it provide the basis for a unitary concept of validity? (c) Why has the focus of validity been on the interpretations and uses of test scores rather than on the test itself? and (d) What sort of guidance for test developers and evaluators has been provided within a unitary concept of validity, and how might it be enhanced? The author highlights the role that cases of programmatic validity research can play in representing validity theory and guiding validity inquiry.

SOME ASPECTS OF THE CONSTRUCTION OF THE THEMATIC TESTS FOR THE DIAGNOSIS OF COGNITIVE LEARNING OUTCOMES CHEMISTRY ENGINEERING STUDENTS

2015 ◽  
Author(s):  
Liudmila Gorbunova ◽  
Keyword(s):  
Key Words ◽  
Learning Outcomes ◽  
Diagnostic Test ◽  
Engineering Students ◽  
High Reliability ◽  
Cognitive Learning ◽  
Reliability And Validity ◽  
Educational Measurement ◽  
Selection Of ◽  
Cognitive Learning Outcomes

The article discusses the procedure of the preparation of test materials for the diagnosis of cognitive learning outcomes in chemistry. It is shown that the use of the thesaurus approach to the selection of the content and methods of mathematical statistics provides a test with high reliability and validity coefficients. Key words: diagnostic test, chemistry, educational measurement.

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