Test Reliability at the Individual Level

Reliability has a long history as one of the key psychometric properties of a test. However, a given test might not measure people equally reliably. Test scores from some individuals might have considerably greater error than others. This study proposed two approaches using intraindividual variation to estimate test reliability for each person. A simulation study suggested that the parallel tests approach and the structural equation modeling approach recovered the simulated reliability coefficients. Then in an empirical study, where 45 females were measured daily on the Positive and Negative Affect Schedule (PANAS) for 45 consecutive days, separate estimates of reliability were generated for each person. Results showed that reliability estimates of the PANAS varied substantially from person to person. The methods provided in this article apply to tests measuring changeable attributes and require repeated measures across time on each individual. This article also provides a set of parallel forms of PANAS.     

测验信度大盘点

信度是对测量一致性程度的估计。信度分成再测信度、复本信度、同质信度、评分者信度等四种类型。测验的长度与难度以及被试团体的变异性与能力水平是影响信度的主要因素。测量标准误差属另类信度,可用于解释个体分数或解释分数差异。估计速度测验和掌握测验的信度,需使用特殊的方法。     

CET写作测试信度探析

本文从评价一项好的测试的标准出发,分析了CET写作测试的优点和缺点,并在此基础上,对如何提高其信度提出了建议。     

普通话水平测试信度与效度探析

普通话水平测试实际操作中由于时间、金钱、耐心等方面的原因，会影响到测试的信度与效度，因此可采取反复测试、预先测试、被试者与应试者增加交流等方式提高普通话水平测试信度与效度。     

管流试验装置可靠性分析

管流试验装置研究原油管流特性具有独到优势。对管流试验装置测量参数的不确定性进行分析,并研究了试验装置的重复性。分析表明,管流实验装置测试结果可靠,可用于测定原油的管流特性。     

Test Reliability and Parameters of Observed Score Distributions

A method of determining the reliability coefficient of a test from a formulation which does not employ the concepts of true score and error score, together with assumptions about the process which generates variability in scores, is described. Several well-known reliability formulas as well as some new results are derived from models which hypothesize different sources of variability in scores.     

Race and sex differences on the McCarthy Screening Test

MST scores were analyzed to determine race and sex differences on the six subtests. The sample consisted of 971 five- and six-year-old children. Differences in performance between males and females were found on the Verbal Memory and Leg Coordination subtests. Differences between white and nonwhite children were found on the Verbal Memory and Numerical Memory subtests.     

中小学生汉语考试的信度和效度研究

中小学生汉语考试,是面向第一语言非汉语的中小学生汉语学习者的国际性考试。该考试共分为三级。本文以中小学生汉语考试（二级）的实测数据为研究对象基础,讨论了中小学生汉语考试（二级）的信度与效度问题。研究结果表明,中小学生汉语考试（二级）的题目质量较好,难度控制理想,试卷结构合理,信度较高。     

An Extension of the Rulon Formula for Test Reliability

The attitudes of special education teachers were investigated using the Minnesota Teacher Attitude Inventory. Attitudes were compared over a 5-year period for stability. In addition, geographic differences in attitude between Iowa and New England special class teachers were investigated. The results indicated high stability over the 5-year period and no geographic differences in attitude were found.. The stability findings were consistent with those reported for regular class teachers and allow generalization to special class teachers. No inference was made to the quality of the attitudes, only that they were stable.     

50篇朗读材料中的儿化音节应有相对明确的标准--谈普通话水平测试的信度

普通话水平测试的信度和普通话水平测试的标准有着密切关系。作为测试标准的(《现代汉语词典》和《普通话水平测试大纲》)在处理儿化问题时,存在着矛盾;《普通话水平测试大纲》在这一问题上自身也存在着矛盾,应该按照权威的工具书《现代汉语词典》的标准来规范儿化韵,纠正《普通话水平测试大纲》在这一问题上出现的失误,以提高普通话水平测试的信度。     

SPSS对语言测试题信度和效度的检测分析

文章运用统计分析软件SPSS所收集的数据,从统计学的角度检测了一份新编英语综合课程毕业试题的信度和效度,并进一步对三类题型中的47小题选择题进行了分析。旨在帮助教师们总结试题,并在设计和发展测试过程中,尽量减少测量错误的影响,加大想要检测的语言能力的测试力度,提高测试效率。     

听力测试效度和信度的研究

听力测试是语言测试的一个重要组成部分.在听力测试的设计中,试卷设计者应该将信度和效度结合起来.该文对测试的两个重要因素——信度和效度进行了研究:解释了信度和效度的概念,影响信度和效度的因素,在听力测试设计中经常出现的问题以及如何解决这些问题.     

听力测试效度和信度的研究(英文)

听力测试是语言测试的一个重要组成部分。在听力测试的设计中,试卷设计者应该将信度和效度结合起来。该文对测试的两个重要因素——信度和效度进行了研究:解释了信度和效度的概念,影响信度和效度的因素,在听力测试设计中经常出现的问题以及如何解决这些问题。     

测试员评分对普通话水平测试信度和效度的影响

能否保证普通话水平测试的信度和效度,直接关系到测试工作的成败。文章就测试员评分对普通话水平测试信度和效度的影响进行了探讨,并提出了保证普通话水平测试信度和效度的具体措施。     

Analysis of the Effect upon the Reliability Coefficient of Changes in Variables Involved in the Estimation of Test Reliability

First-year algebra high school students of various ability levels were presented lessons concerning the application of geometry theorems. The lessons varied in terms of the complexity of the examples that were shown. After the lessons, students completed a questionnaire concerning their perceptions of the lessons, and then they were tested over the material covered in the lessons. With test scores as the dependent variable, the main effect due to lesson complexity was not significant. With student perception as the dependent variable, significant main effects due to lesson complexity were identified. Significant interactions between lesson complexity and student ability level were identified also. These results are discussed in terms of teaching secondary school mathematics.