Isaac I. Bejar

Grade Inflation and the Validity of the Scholastic Aptitude Test

Grade inflation refers to an increase in grade point average without a concomitant increase in achievement. Therefore, to show that grade inflation exists it is important to demonstrate that achievement has not increased while grades have increased. One purpose of this study is to clarify this issue by examining the data base of the College Boards Validity Study Service. The second purpose of the study is to examine the effect of grade inflation on the validity of the Scholastic Aptitude Test across a period of 15 years.

An Application of the Continuous Response Level Model to Personality Measurement

This paper reports an application of Samejimas latent trait model for continuous responses. A brief review of latent trait theory is presented, including an elaboration of the theory for test responses other than dichotomous responses, in order to put the continuous model in perspective. The model is then applied using the Impulsivity and Harmavoidance scales of Jacksons Personality Research Form. Special attention is given to the requirement that the model be invariant across populations and sex groups. Results showed that responses from males fit the model better than those from females, es pecially for the Harmavoidance scale. The practical and theoretical implications of the study are dis cussed.

A survey of selected administrative practices supporting student evaluation of instruction programs

A mail survey of 333 American universities was conducted to assess the current status of Student Evaluation of Instruction. Based on a 68% return, it was concluded that there has been an increase in the popularity of student ratings as a means of evaluating faculty performance, as well as an increase in the frequency with which evaluation results are used in decisions concerning faculty status. However, at most universities, research on the rating instruments does not seem to have kept pace with the decisions that are based on the rating instruments.

A Generative Approach to the Modeling of Isomorphic Hidden-Figure Items

A generative approach to psychometric model ing consists of encoding information about the cognitive processes and structures that underlie test performance into an item-generation algorithm in such a way that the generated items have known psychometric parameters. An important by-product of the approach is that the knowledge about the response process is tested every time a test is ad ministered. Validation thus becomes an ongoing process rather than an occasional event. This ap proach is illustrated through an analysis of hidden- figure items, and is shown to be feasible.

A Study of Pre-Equating Based on Item Response Theory

The study reports a feasibility study using item response theory (IRT) as a means of equating the Test of Standard Written English (TSWE). The study focused on the possibility of pre-equating, that is, deriving the equating transformation prior to the final administration of the test. The three-parameter logistic model was postulated as the response model and its fit was assessed at the item, subscore, and total score level. Minor problems were found at each of these levels; but, on the whole, the three-parameter model was found to portray the data well. The adequacy of the equating provided by IRT procedures was investigated in two TSWE forms. It was concluded that pre-equating does not appear to present problems beyond those inherent to IRT-equating.

An approach to assessing unidimensionality revisited

A reanalysis of data from Hambleton and Rovinelli (1986) argues that the methods suggested by Bejar (1980) are a valuable descriptive tool for assessing the unidimensionality assumption when a priori informa tion is available about possible response factors. Index terms: achievement testing, item response theory, uni dimensionality.

Relationship of Curriculum Area and Course Format with Student Ratings of Instruction

Multivariate analysis of variance revealed a significant relationship between student ratings and curriculum area but not between ratings and course format. The technical and practical ramifications of these findings are discussed.

A Comparison of Empirical Differential Option Weighting Scoring Procedures as a Function of Inter-Item Correlation

This study compared the reliabilities yielded by several differential option weighting scoring procedures among themselves as well as against conventional testing. It was found that increases in reliability due to differential option weighting were a function of inter-item correlations. Suggestions for the implementation of differential option weighting were offered.

Factorial Invariance in Student Ratings of Instruction

The factorial invariance of student ratings of in struction across three curricular areas was investi gated by means of maximum likelihood factor analysis. The results indicate that a one-factor model was not completely adequate from a statisti cal point of view. Nevertheless, a single factor was accepted as reasonable from a practical point of view. It was concluded that the single factor was in variant across three curricular groups. The reliabil ity of the single factor was essentially the same in the three groups, but in every case it was very high. Some of the theoretical and practical implications of the study were discussed.

Book Review : Psychometrics for Educational Debates: L. J. Th. Van der Kamp, W. F. Langerak, and D. N. M. de Gruijter (Eds.). Chichester, England: John Wiley Et Sons, 1980,337 pp

Psychometrics for Educational Debates contains the proceedings of the Third International Symposium on Educational Testing, which was held in Leyden, the Netherlands, in June 1977. Fourteen of the papers from the symposium are published in this book, grouped under four headings: Part I: Heredity of Intelligence and Education, Part II: Fairness of Selection in Educational Testing, Part III: Theory and Practice of Tailored Testing, and Part IV: Open-Ended Examinations. In addition, the book contains an appendix with the abstracts of the remaining papers presented at the confer-