An empirical study of the Spearman-Brown formula as applied to educational test material.

Ruch, G. M.; Ackerson, Luton; Jackson, Josh

doi:10.1037/h0075480

Cited by 8 publications

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“…Kelley,' using Gordon's data on lifted weights, also found a close agreement between the predicted and observed results on this material. Ruch and others 7 applied the formula to spelling words, and they came to the conclusion that it gave a meaningful prediction for such test material. In two cases out of five, the tendency was to overpredict slightly the empirical scores.…”

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confidence: 99%

An empirical study of the validity of the Spearman-Brown formula as applied to the Purdue rating scale.

Remmers¹,

Shock²,

Kelly³

1927

Journal of Educational Psychology

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confidence: 99%

An empirical study of the validity of the Spearman-Brown formula as applied to the Purdue rating scale.

Remmers¹,

Shock²,

Kelly³

1927

Journal of Educational Psychology

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“…There have been many such investigations by the workers with test material, who have made use of intelligence tests, spelling tests, lifted weights, rating scales, achievement tests, tests of musical and mechanical abilities, and a neurotic-inventory scale. These experiments have been conducted by Holzinger (6), Holzinger and Clayton (7), Kelley (9), Purfey (4), Wood (26), Ruch, Ackerson, and Jackson (17), Remmers, Shock, and Kelley (16), Lanier (11), Farnsworth (3), Brownell (2), and Willoughby (25). The evidence presented in these studies indicates the following facts concerning the validity of the Spearman-Brown formula: (a) The formula predicted reliability accurately when it was applied to homogeneous, evenly graded material, such as spelling tests.…”

Section: The Spearman-brown Formulamentioning

confidence: 99%

The determination of the reliability of learning material and the Spearman-Brown formula. I. Maze and nonsense syllable learning by human subjects.

Newman¹

1936

Journal of Comparative Psychology

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The hypothesis underlying the present investigation is that the data correlated to determine the reliability of measures of learning are interrelated in a manner related to the method used to obtain the reliability and internal consistency coefficients. In determining the reliability of any measuring instrument, the nature of the material which is being measured must be taken into consideration. Measurements of learning are made in terms of the gradual acquisition of a group of stimulus-response coordinations, and the stimulus-response events occurring during the period of acquisition must affect each other markedly if learning is to occur. The type of behavior elicited by instruments purporting to measure learning must be carefully differentiated from the responses made to mental tests. In the field of mental testing, behavior is sampled in terms of recall, and each sampling may be thought of as a relatively independent measurement 2 in that what is recalled 1 The author wishes to express his indebtedness to Dr. Walter S. Hunter under whose direction this experiment was conducted. A more detailed manuscript is on file in the Clark University Library.1 The term, "independent measurement" is in need of definition to avoid any ambiguities of meaning. In one sense, all measurements of psychological processes are related, for it is assumed in building the measuring instrument that some true organic relation (like general intelligence) exists between the various samples of behavior elicited by the different items. The term "independence" becomes meaningful when it is used to exclude the effects that variables irrelevant to the capacity being measured will have upon the correlation. Some examples of such irrelevant factors are chance, transfer, retention, and interference. 1 COUPABATIVZ PSTCHOLOQT, VOL. 22, NO. 1 AUGUST, 1936* The reliability of behavior tests may be determined by three different methods. These methods may be termed (a) the equivalent form method, (6) the splithalf method, and (c) the test-retest method. The equivalent form method employs two comparable, parallel forms of the same test, the forms being administered to the same subjects on two different occasions. The split-half method of determining reliability is utilized when only one form of the measuring instrument is administered to a group of subjects. The scores made on two equivalent halves of the test are correlated, and the Spearman-Brown formula is used to determine the reliability of the whole test. The test-retest method involves the administration of the same test to the same group of subjects on two different occasions. The advantages and disadvantages of these methods, when used to determine the reliability of mental tests, are too well known to merit discussion here.

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A course in the theory of mental tests

Gulliksen

1943

Psychometrika

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An empirical study of the Spearman-Brown formula as applied to educational test material.

Cited by 8 publications

References 0 publications

An empirical study of the validity of the Spearman-Brown formula as applied to the Purdue rating scale.

An empirical study of the validity of the Spearman-Brown formula as applied to the Purdue rating scale.

The determination of the reliability of learning material and the Spearman-Brown formula. I. Maze and nonsense syllable learning by human subjects.

A course in the theory of mental tests

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