Construct-Irrelevant Variance in High-Stakes Testing.

By T. Haladyna, S. Downing. 2005

403 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/3cb2f076ffa1acf0293ef39fa9eeed038a3ff221

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Ou Lydia Liu
2. Rachel M. Adler
3. B. Bridgeman
4. S. Wise
5. Christine E. DeMars
6. Xiaojing Kong
7. Brian French
8. S. Maller

In Management Science and Operations Research

1. Ou Lydia Liu
2. S. Wise
3. Christine E. DeMars
4. Rachel M. Adler
5. B. Bridgeman
6. Dena Ann Pastor
7. W. H. Finch
8. Brian French

Citations in the corpus

• Correlates of Rapid-Guessing Behavior in Low-Stakes Testing: Implications for Test Development and Measurement Practice (2009, background): “In addition, to the extent that examinees differ in levels of effort given to a test, this biasing effect will itself vary, and introduce construct-irrelevant variance ( Haladyna & Downing, 2004 ) into the test score distribution.”
• Examinee Noneffort and the Validity of Program Assessment Results (2010, background): “Thus, low examinee effort tends to result in a negatively biased proficiency estimate, and constitutes a source of construct-irrelevant variance (Haladyna & Downing, 2004) that threatens the validity of test scores.”
• Measuring Learning Outcomes in Higher Education (2012, background): “…students’ lack of motivation to perform well on the tests could pose a serious threat to the validity of the test scores and the interpretation accuracy of the test results (Banta, 2008; Haladyna & Downing, 2004; Liu, 2011b; S. L. Wise & DeMars, 2005, 2010; V. L. Wise, Wise, & Bhola, 2006).”
• Iterative Purification and Effect Size Use With Logistic Regression for Differential Item Functioning Detection (2007, methodology): “…differential item functioning (DIF) is a common method for evaluation of item measurement invariance, indicating that item scores reflect the construct of interest and not irrelevant variances (see Haladyna & Downing, 2004), such as factors specific to group membership (e.g., gender; Maller, 2001).”
• The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats (2011, background): “Construct-irrelevant variance is systematic error that is group or person specific ( Haladyna & Downing, 2004 ).”
• Confirmatory Factor Analytic Procedures for the Determination of Measurement Invariance (2006, background): “See Haladyna and Downing (2004) for a discussion of this topic.”