R A Weitzman
Biographic Data
| ID | 7049906 |
|---|---|
| NAME | R A Weitzman |
| GIVEN NAMES | R A |
| FAMILY NAME | Weitzman |
| SIGNATURE | WEITZMAN R A |
| AFFILIATIONS | Naval Postgraduate School |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 0 |
Fitting the Rasch Model to Account for Variation in Item Discrimination
Building on the Kelley and Gulliksen versions of classical test theory, this article shows that a logistic model having only a single item parameter can account for varying item discrimination, as well as difficulty, by using item–test correlations to adjust incorrect–correct (0–1) item responses prior to an initial model fit. The fit occurs through the application of least squares to the logits of the adjusted item responses. Iteration transform…
The Rasch Model Plus Guessing
The need for equating is one of the principal reasons for using an item response model rather than the classical model to guide test construction. Use of the Rasch item response model in test construction makes equating especially easy. The Rasch model, however, does not have a guessing parameter, whereas most tests that require equating contain multiple-choice items subject to guessing. This limitation of the Rasch model has led many test develo…
Students' Evaluation of Instruction
For 1,610 classes, mutually exclusive contributions of faculty and course to over-all evaluation of instruction were 45% and 15%, respectively, the remainder of the response variation being due to interaction and error
Unfairness” in the 1978 Uniform Guidelines
The 1978 Uniform Guidelines on Employee Selection Procedures contains three different definitions of unfairness in selection without acknowledging the differences. The fairness counterparts of these definitions correspond to Definitions 1, 2, and 3 of test fairness described in 1971 by Darlington. Suggestive of quotas, Definition 2 no longer commands attention among test users. A test is fair according to Definition 1 if people having equal test …
"Unfairness" in the 1978 Uniform Guidelines
Seven Treacherous Pitfalls of Statistics, Illustrated
Psychologists who continue to test H o despite repeated rejections must be getting what they want. What psychologists get from the test may not be what psychology needs, however, as a number of critics of the test have pointed out. Using as an illustration an experiment singled out in the literature for its methodological excellence, this article not only adds to the criticism by citing seven specific pitfalls likely to trap users of the test but…
Test-Retest Reliability of a Formula-Scored Multiple-Choice Test
In an ideal multiple-choice test, defined as a multiple-choice test containing only items with options that are all equally guessworthy, the probability of guessing the correct answer to an item is equal to the reciprocal of the number of the item's options. This article presents an asymptotically exact estimator of the test-retest reliability of an ideal multiple-choice test. When all test items have the same number of options, computation of th…
It is time to re-reconsider the GRE
No prominent works on this page.
It is time to re-reconsider the GRE
Seven Treacherous Pitfalls of Statistics, Illustrated
Psychologists who continue to test H o despite repeated rejections must be getting what they want. What psychologists get from the test may not be what psychology needs, however, as a number of critics of the test have pointed out. Using as an illustration an experiment singled out in the literature for its methodological excellence, this article not only adds to the criticism by citing seven specific pitfalls likely to trap users of the test but…
Test-Retest Reliability of a Formula-Scored Multiple-Choice Test
In an ideal multiple-choice test, defined as a multiple-choice test containing only items with options that are all equally guessworthy, the probability of guessing the correct answer to an item is equal to the reciprocal of the number of the item's options. This article presents an asymptotically exact estimator of the test-retest reliability of an ideal multiple-choice test. When all test items have the same number of options, computation of th…
Unfairness” in the 1978 Uniform Guidelines
The 1978 Uniform Guidelines on Employee Selection Procedures contains three different definitions of unfairness in selection without acknowledging the differences. The fairness counterparts of these definitions correspond to Definitions 1, 2, and 3 of test fairness described in 1971 by Darlington. Suggestive of quotas, Definition 2 no longer commands attention among test users. A test is fair according to Definition 1 if people having equal test …
"Unfairness" in the 1978 Uniform Guidelines
The Rasch Model Plus Guessing
The need for equating is one of the principal reasons for using an item response model rather than the classical model to guide test construction. Use of the Rasch item response model in test construction makes equating especially easy. The Rasch model, however, does not have a guessing parameter, whereas most tests that require equating contain multiple-choice items subject to guessing. This limitation of the Rasch model has led many test develo…
Students' Evaluation of Instruction
For 1,610 classes, mutually exclusive contributions of faculty and course to over-all evaluation of instruction were 45% and 15%, respectively, the remainder of the response variation being due to interaction and error
Fitting the Rasch Model to Account for Variation in Item Discrimination
Building on the Kelley and Gulliksen versions of classical test theory, this article shows that a logistic model having only a single item parameter can account for varying item discrimination, as well as difficulty, by using item–test correlations to adjust incorrect–correct (0–1) item responses prior to an initial model fit. The fit occurs through the application of least squares to the logits of the adjusted item responses. Iteration transform…
Psychology (8 works) · Mathematics (5 works) · Psychometrics (4 works) · Statistics (4 works) · Item response theory (3 works) · Psychometric Methodologies and Testing (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Test (biology (3 works) · Advanced Statistical Modeling Techniques (2 works)