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We described the background and the development of a new measure of existential loneliness, the Existential Loneliness Questionnaire (ELQ). Specifically, we analyzed the items of the preliminary version of the ELQ (ELQ-P) using methods based on item response theory (the Rasch model) and examined the convergent and discriminative validity of the ELQ in a sample of 47 HIV-infected women. Item analysis produced an ELQ version consisting of 22 items that were internally consistent and performed well in measuring an underlying construct conceptualized as existential loneliness. In addition, the ELQ discriminated well between symptomatic and asymptomatic HIV-infected women. The ELQ correlated strongly with measures of depression, loneliness not identified as existential and purpose-in-life and moderately strongly with a measure of hopelessness. Holding constant depression scores, the correlation between the ELQ and loneliness not identified as existential was significantly attenuated. Limitations of the study include the small sample size, which precluded an analysis of the dimensional structure of the ELQ.

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A set of methods is proposed for the analysis of opportunity to learn (OTL) in relation to achievement in large-scale educational assessments. The focus is on how to assess the effect of OTL on performance while taking prior performance and other background factors into account. The methods are illustrated with mathematics data from the National Assessment of Educational Progress and from the National Education Longitudinal Study. Methods are discussed for combining OTL information, for studying the OTL sensitivity of test items, and for studying OTL effects in the context of multivariate proficiency scores as well as scores from several occasions. Implications for future large-scale educational assessments are discussed.

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