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The Journal of Psychology
Interdisciplinary and Applied
Volume 13, 1942 - Issue 1
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Original Articles

How Reliable are the Common Measures of Difficulty and Validity of Objective Test Items?

Harold D. Carter Institute of Child Welfare, University of California, Berkeley, California, USA
Pages 31-39 | Accepted 17 Oct 1941, Published online: 02 Jul 2010

Citations (11)

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Read on this site (3)

RobertS. Barcikowski & Henry Olsen. (1975) Test Item Arrangement and Adaptation Level. The Journal of Psychology 90:1, pages 87-93.
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AlbertD. Smouse & DavidC. Munz. (1968) The Effects of Anxiety and Item Difficulty Sequence on Achievement Testing Scores. The Journal of Psychology 68:2, pages 181-184.
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HaroldD. Carter. (1950) Correlations Between Intelligence Tests, Study Methods Tests, and Marks in a College Course. The Journal of Psychology 30:2, pages 333-340.
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Articles from other publishers (8)

Maria A Smith. (2000) The Effect of Changes in Test Item Sequence on Student Performance in Multiple Choice Tests for Baccalaureate Nursing Students. Journal of Nursing Education 39:7, pages 327-328.
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Derek Hodson. (2006) The effect of changes in item sequence on student performance in a multiple‐choice chemistry test. Journal of Research in Science Teaching 21:5, pages 489-495.
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R. A. Avner. (2016) What is Correlated?. Psychological Reports 20:3, pages 946-946.
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F.B. DAVIS. 1966. Readings in Clinical Psychology. Readings in Clinical Psychology 491 511 .
Harold D. Carter. (2016) The Validity of Criticism regarding the Triviality of Objective Test Items. Psychological Reports 1:3, pages 53-64.
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Robert Louis Ebel. (2016) The Reliability of an Index of Item Discrimination. Educational and Psychological Measurement 11:3, pages 403-408.
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Kenneth L. Bean. (2016) The Development of an English Usage Test for Clerks, Typists, and Stenographers. Educational and Psychological Measurement 6:3, pages 331-339.
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Nicholas A. Fattu. (2016) Chapter VII: Test Development: Statistical Aspects. Review of Educational Research 12:5, pages 542-549.
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