One assumption common to all models for determining the optimal number of options per item (e. g.... more One assumption common to all models for determining the optimal number of options per item (e. g., Lord, 1977) is that total testing time is proportional to the number of items and the number of options per item. Therefore, under this assumption given a fixed testing time, the test can be shortened or lengthened by deleting or adding a proportional number of options. The present study examines the validity of this assumption in three tests which were administered with 2, 3, 4, and 5 options per item. The number of items attempted in the first 10 and 15 minutes of the testing session and the time needed to complete the tests were recorded. Thus, the rate of performance for both fixed time and fixed test length was analyzed. A strong and consistently negative relationship between rate of performance and the number of options was detected in all tests. Thus, the empirical results did not support the assumption of proportionality. Furthermore, the data indicated that the method by which options are deleted can play a role in this context. A more realistic assumption of generalized proportionality, proposed by Grier (1976), was supported by the results from a Mathematical Reasoning test, but was only partially supported for a Vocabulary and a Reading Comprehension test.
ABSTRACT Admissions test scores were available for a sample of 84 students who had taken both the... more ABSTRACT Admissions test scores were available for a sample of 84 students who had taken both the Scholastic Aptitude Test (SAT) and the Israeli Inter-University Psychometric Entrance Test (IUPET). Concurrent validity was supported by the high level of intercorrelations between the two tests, including a correlation of .85 between IUPET and SAT total scores. Transformation equations were presented to estimate performance on one test from knowledge of performance on the other test.
[examines] the reliability and validity of [the] Gossip Tendency Questionnaire (GTQ) / [also] add... more [examines] the reliability and validity of [the] Gossip Tendency Questionnaire (GTQ) / [also] addressed 4 specific hypotheses: there are individual differences in the tendency to gossip; . . . there is a negative relationship between social desirability and the tendency to report gossip; there are gender differences in tendency to gossip, with women tending to gossip more than men [and] those with vocational interests in people-oriented professions tend to gossip more than those with vocational interest in other fields / two samples were used / sample A was made up of 30 members of a kibbutz in northern Israel [male and female 20–30 yr olds] / sample B consisted of 120 students [aged 19–30 yrs] at the Technion and the University of Haifa our preliminary results suggest that the tendency to gossip is a personal trait distributed normally among the population tested / the GTQ was validated . . . and we can conclude that we succeeded in operationalizing the personal tendency to gossip ...
... POWERS, E. (1933) Matching sketches of personality with script. In G. W. AUport & I? E. V... more ... POWERS, E. (1933) Matching sketches of personality with script. In G. W. AUport & I? E. Vernon (Eds.), Studies in expressive movement. New York: Hafner. Chap. 10. RAPHAEU, A., & KLIMOSKI, R. J. (1983) Predicting sales success through handwriting analysis: an evaluation ...
... THORNDIKE, RL, & HAGEN, E. (1961). Measurement and evaluation in psychology and educa... more ... THORNDIKE, RL, & HAGEN, E. (1961). Measurement and evaluation in psychology and education (2nd ed.). New York: Wiley. TURNER, CB, & FISKE, DW (1968). Item quality and appropriateness of response processes. Educational and Psychological Measurement. ...
This article argues that issues in gifted education and the study of giftedness can be usefully c... more This article argues that issues in gifted education and the study of giftedness can be usefully categorized under three headings: definitions, ideologies, and hypotheses. Seven central issues regarding educational programs for the gifted are classified according to their basic orientation: (a) level of excellence and the gifted label, (b) types of giftedness, (c) individual versus societal perspectives on the gifted,
The systematic consideration of test-takers' reactions to the tests they take can be an i... more The systematic consideration of test-takers' reactions to the tests they take can be an important part of psychometric assessment. The Examinee Feedback Questionnaire (EFeQ) evaluates a variety of aspects of the test situation, such as physical conditions, examiner behavior, the testing conditions, and the test itself. The EFeQ was administered to 1,385 Israeli college applicants who took an entrance examination.
One assumption common to all models for determining the optimal number of options per item (e. g.... more One assumption common to all models for determining the optimal number of options per item (e. g., Lord, 1977) is that total testing time is proportional to the number of items and the number of options per item. Therefore, under this assumption given a fixed testing time, the test can be shortened or lengthened by deleting or adding a proportional number of options. The present study examines the validity of this assumption in three tests which were administered with 2, 3, 4, and 5 options per item. The number of items attempted in the first 10 and 15 minutes of the testing session and the time needed to complete the tests were recorded. Thus, the rate of performance for both fixed time and fixed test length was analyzed. A strong and consistently negative relationship between rate of performance and the number of options was detected in all tests. Thus, the empirical results did not support the assumption of proportionality. Furthermore, the data indicated that the method by which options are deleted can play a role in this context. A more realistic assumption of generalized proportionality, proposed by Grier (1976), was supported by the results from a Mathematical Reasoning test, but was only partially supported for a Vocabulary and a Reading Comprehension test.
ABSTRACT Admissions test scores were available for a sample of 84 students who had taken both the... more ABSTRACT Admissions test scores were available for a sample of 84 students who had taken both the Scholastic Aptitude Test (SAT) and the Israeli Inter-University Psychometric Entrance Test (IUPET). Concurrent validity was supported by the high level of intercorrelations between the two tests, including a correlation of .85 between IUPET and SAT total scores. Transformation equations were presented to estimate performance on one test from knowledge of performance on the other test.
[examines] the reliability and validity of [the] Gossip Tendency Questionnaire (GTQ) / [also] add... more [examines] the reliability and validity of [the] Gossip Tendency Questionnaire (GTQ) / [also] addressed 4 specific hypotheses: there are individual differences in the tendency to gossip; . . . there is a negative relationship between social desirability and the tendency to report gossip; there are gender differences in tendency to gossip, with women tending to gossip more than men [and] those with vocational interests in people-oriented professions tend to gossip more than those with vocational interest in other fields / two samples were used / sample A was made up of 30 members of a kibbutz in northern Israel [male and female 20–30 yr olds] / sample B consisted of 120 students [aged 19–30 yrs] at the Technion and the University of Haifa our preliminary results suggest that the tendency to gossip is a personal trait distributed normally among the population tested / the GTQ was validated . . . and we can conclude that we succeeded in operationalizing the personal tendency to gossip ...
... POWERS, E. (1933) Matching sketches of personality with script. In G. W. AUport & I? E. V... more ... POWERS, E. (1933) Matching sketches of personality with script. In G. W. AUport & I? E. Vernon (Eds.), Studies in expressive movement. New York: Hafner. Chap. 10. RAPHAEU, A., & KLIMOSKI, R. J. (1983) Predicting sales success through handwriting analysis: an evaluation ...
... THORNDIKE, RL, & HAGEN, E. (1961). Measurement and evaluation in psychology and educa... more ... THORNDIKE, RL, & HAGEN, E. (1961). Measurement and evaluation in psychology and education (2nd ed.). New York: Wiley. TURNER, CB, & FISKE, DW (1968). Item quality and appropriateness of response processes. Educational and Psychological Measurement. ...
This article argues that issues in gifted education and the study of giftedness can be usefully c... more This article argues that issues in gifted education and the study of giftedness can be usefully categorized under three headings: definitions, ideologies, and hypotheses. Seven central issues regarding educational programs for the gifted are classified according to their basic orientation: (a) level of excellence and the gifted label, (b) types of giftedness, (c) individual versus societal perspectives on the gifted,
The systematic consideration of test-takers' reactions to the tests they take can be an i... more The systematic consideration of test-takers' reactions to the tests they take can be an important part of psychometric assessment. The Examinee Feedback Questionnaire (EFeQ) evaluates a variety of aspects of the test situation, such as physical conditions, examiner behavior, the testing conditions, and the test itself. The EFeQ was administered to 1,385 Israeli college applicants who took an entrance examination.
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