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THOMAS MICHAEL HALADYNA 《Journal of Educational Measurement》1974,11(2):93-99
Although many have rejected classical test construction and analysis procedures for criterion-referenced tests, the present study was concerned with the possibility that classical procedures are both applicable and appropriate when samples of both mastery and nonmastery examinees are employed. A rationale for using these samples was presented, and empirical evidence was gathered which supported the practice of combining samples to increase the variance of test scores and thereby permit the proper estimate of reliability and item validities. 相似文献
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