Howard Wainer · 64 obras en el catálogoObras — página 2SSubscoresSubscoresGGappingGappingGGraphical data analysisGraphical data analysisPPyramid powerPyramid powerAAre we correcting for guessing in the wrong direction?Are we correcting for guessing in the wrong direction?HHow are we doing?How are we doing?WWas there one distractor too many?Was there one distractor too many?OOn the study of matching cut-scores to test characteristicsOn the study of matching cut-scores to test characteristicsEEstimating the number of examinees who did not reach the lasEstimating the number of examinees who did not reach the last item of a sectionMMinority contributions to the SAT score turnaroundMinority contributions to the SAT score turnaroundPPlotting in the modern worldPlotting in the modern worldCCan we accurately assess changes in minority performance on Can we accurately assess changes in minority performance on the SAT?EEelworms, bullet holes, and Geraldine FerraroEelworms, bullet holes, and Geraldine FerraroTThe first four millennia of mental testingThe first four millennia of mental testingTThe future of item analysisThe future of item analysisTToward a psychometrics for testletsToward a psychometrics for testletsAAn Adaptive algebra testAn Adaptive algebra testDDIFferential testlet functioningDIFferential testlet functioningSSex differences in performance on the mathematics section ofSex differences in performance on the mathematics section of the Scholastic Aptitude TestTThe validity of the SAT at the University of HawaiiThe validity of the SAT at the University of HawaiiSSome empirical guidelines for building testletsSome empirical guidelines for building testletsHHow well can we equate test forms that are constructed by exHow well can we equate test forms that are constructed by examinees?UUnderstanding graphs and tablesUnderstanding graphs and tablesMMeasurement problemsMeasurement problems AnteriorPágina 2 de 3Siguiente
AAre we correcting for guessing in the wrong direction?Are we correcting for guessing in the wrong direction?
OOn the study of matching cut-scores to test characteristicsOn the study of matching cut-scores to test characteristics
EEstimating the number of examinees who did not reach the lasEstimating the number of examinees who did not reach the last item of a section
MMinority contributions to the SAT score turnaroundMinority contributions to the SAT score turnaround
CCan we accurately assess changes in minority performance on Can we accurately assess changes in minority performance on the SAT?
SSex differences in performance on the mathematics section ofSex differences in performance on the mathematics section of the Scholastic Aptitude Test
TThe validity of the SAT at the University of HawaiiThe validity of the SAT at the University of Hawaii
HHow well can we equate test forms that are constructed by exHow well can we equate test forms that are constructed by examinees?