Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to submit your manuscript to SPPS

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Applied Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Wilcox, R. R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Determining the Length of a Criterion-Referenced Test

Rand R. Wilcox

University of California, Los Angeles

When determining how many items to include on a criterion-referenced test, practitioners must re solve various nonstatistical issues before a par ticular solution can be applied. A fundamental problem is deciding which of three true scores should be used. The first is based on the prob ability that an examinee is correct on a "typical" test item. The second is the probability of having acquired a typical skill among a domain of skills, and the third is based on latent trait models. Once a particular true score is settled upon, there are several perspectives that might be used to de termine test length. The paper reviews and critiques these solutions. Some new results are described that apply when latent structure models are used to esti mate an examinee's true score.

Applied Psychological Measurement, Vol. 4, No. 4, 425-446 (1980)
DOI: 10.1177/014662168000400402
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Applied Psychological MeasurementHome page
R. R. Wilcox
Estimating the Validity of a Multiple-Choice Test Item Having k Correct Alternatives
Applied Psychological Measurement, September 1, 1985; 9(3): 311 - 316.
[Abstract]

Home page
 Educational and Psychological MeasurementHome page
R. R. Wilcox
Determining the Lenqth of Multiple Choice Criterion-Referenced Tests when an Answer-Until-Correct Scoring Procedure is Used
Educational and Psychological Measurement, September 1, 1982; 42(3): 789 - 794.
[Abstract]

Home page
 Applied Psychological MeasurementHome page
R. R. Wilcox
Solving Measurement Problems with an Answer-Until-Correct Scoring Procedure
Applied Psychological Measurement, July 1, 1981; 5(3): 399 - 414.
[Abstract]

Home page
 Educational and Psychological MeasurementHome page
R. R. Wilcox
The Single Administration Estimate of the Proportion of Agreement of a Proficiency Test Scored with a Latent Structure Model
Educational and Psychological Measurement, July 1, 1981; 41(2): 389 - 400.
[Abstract]

Home page
 Applied Psychological MeasurementHome page
R. Wilcox
Book Review : Criterion-Referenced Measurement: The State of the Art: R. A. Berk, Ed. Baltimore: The Johns Hopkins University Press, 1980, 234 pp
Applied Psychological Measurement, January 1, 1981; 5(1): 133 - 135.