Variation in Test Validity with Variation in the Distribution of Item Difficulties, Number of Items, and Degree of their Intercorrelation
- 1 December 1946
- journal article
- Published by Cambridge University Press (CUP) in Psychometrika
- Vol. 11 (4) , 197-214
- https://doi.org/10.1007/bf02290130
Abstract
The relation between item difficulty distributions and the “validity” and reliability of tests is computed through use of normal correlation surfaces for varying numbers of items and varying degrees of item intercorrelations. Optimal or near optimal item difficulty distributions are thus identified for various possible item difficulty distributions. The results indicate that, if a test is of conventional length, is homogeneous as to content, and has a symmetrical distribution of item difficulties, correlation with a normally distributed perfect measure of the attribute common to the items does not vary appreciably with variation in the item difficulty distribution. Greater variation was evident in correlation with a second duplicate test (reliability). The general implications of these findings and their particular significance for evaluating techniques aimed at increasing reliability are considered.Keywords
This publication has 10 references indexed in Scilit:
- Test Selection with Integral Gross Score WeightsPsychometrika, 1946
- Maximum Validity of a Test with Equivalent ItemsPsychometrika, 1946
- The Relation of Item Difficulty and Inter-Item Correlation to Test Variance and ReliabilityPsychometrika, 1945
- Factor Pattern of Test Items and Tests as a Function of the Correlation Coefficient: Content, Difficulty, and Constant Error FactorsPsychometrika, 1944
- The Factorial Interpretation of Test DifficultyPsychometrika, 1941
- The Theory of the Estimation of Test ReliabilityPsychometrika, 1937
- The Relation between the Difficulty and the Differential Validity of a TestPsychometrika, 1936
- The difficulty of a test and its diagnostic value.Journal of Educational Psychology, 1932
- Factors influencing test reliability.Journal of Educational Psychology, 1928