Relevant bibliographies by topics / Ipsative testing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Ipsative testing'

Author: Grafiati
Published: 7 June 2025
Last updated: 16 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Ipsative testing.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Ipsative testing"

1

Penn, P. R., and I. G. Wells. "Making assessment promote effective learning practices: An example of ipsative assessment from the School of Psychology at UEL." Psychology Teaching Review 24, no. 2 (2018): 70–74. http://dx.doi.org/10.53841/bpsptr.2018.24.2.70.

Full text
Abstract:
There is a wealth of literature that attests to the benefits of retrieval practice in the long term retention of academic material (see Roediger & Butler, 2011 for a review). Unfortunately, there is also evidence indicating that students rarely report using this method of study (e.g. Karpicke, Butler, Roediger, 2009). The authors have piloted the use of an Ipsative format of assessment that imposes the use of retrieval practice via self-administered testing in the virtual learning environment Moodle. The purpose of this paper is to identify the rationale for the use of Ipsative Assessment
APA, Harvard, Vancouver, ISO, and other styles
2

Kovacs, Kristof, and Csaba Pléh. "William Stern: The Relevance of His Program of ‘Differential Psychology’ for Contemporary Intelligence Measurement and Research." Journal of Intelligence 11, no. 3 (2023): 41. http://dx.doi.org/10.3390/jintelligence11030041.

Full text
Abstract:
William Stern is mostly renowned for inventing the IQ formula. However, he is also the originator of the term ‘differential psychology’ itself. His program of differential psychology synthesized population-based correlational studies as well as idiosyncratic approaches focusing on unique profiles of individuals. We argue that his approach still offers valuable ideas to this day; in particular, the individualistic sub-programme of Stern’s differential psychology corresponds to a large extent to ipsative testing that emphasizes a profile-based analysis of individual strengths and weaknesses.
APA, Harvard, Vancouver, ISO, and other styles
3

Chara, Paul J., and William J. Eppright. "The Item-Number Distortion Effect in Rank Order Testing: An Example Using the Clifton Strengthsfinder Inventory." Psychological Reports 111, no. 1 (2012): 219–27. http://dx.doi.org/10.2466/01.03.07.pr0.111.4.219-227.

Full text
Abstract:
A possible distortion effect in tests that use (a) forced-choice ipsative scaling and (b) different numbers of items to determine categorical representation was investigated. It was proposed that the greater the number of items used to determine representation in a category, the lower the likelihood that category will be selected. The Clifton StrengthsFinder questionnaire, in which responses to 177 items are used to determine which of 34 talent themes are respondents' top five “Signature Themes,” was examined to ascertain whether or not the aforementioned distortion effect affected test result
APA, Harvard, Vancouver, ISO, and other styles
4

Górnik-Durose, Małgorzata, and Łukasz Jach. "The Structure of Goal Contents Revisited. A Verification of the Model in Polish Samples." Polish Psychological Bulletin 47, no. 4 (2016): 451–63. http://dx.doi.org/10.1515/ppb-2016-0053.

Full text
Abstract:
Abstract The article presents an attempt to confirm the circumplex structure of goal contents, identified in 15 cultures around the world (Grouzet et al., 2005), in nine Polish samples. The procedure followed steps from the original study and included testing the assumed 11-factor goal structure and the two-dimensional circular organization of the goal contents. None of the analyses showed outcomes that would explicitly confirm the results attained in the original study. The CFA showed rather poor fits. Results of the MDS generally supported the assumption about the two-dimensional goal conten
APA, Harvard, Vancouver, ISO, and other styles
5

Qiu, Xue-Lan, Jimmy de la Torre, Sage Ro, and Wen-Chung Wang. "Computerized Adaptive Testing for Ipsative Tests with Multidimensional Pairwise-Comparison Items: Algorithm Development and Applications." Applied Psychological Measurement, April 14, 2022, 014662162210842. http://dx.doi.org/10.1177/01466216221084209.

Full text
Abstract:
A computerized adaptive testing (CAT) solution for tests with multidimensional pairwise-comparison (MPC) items, aiming to measure career interest, value, and personality, is rare. This paper proposes new item selection and exposure control methods for CAT with dichotomous and polytomous MPC items and present simulation study results. The results show that the procedures are effective in selecting items and controlling within-person statement exposure with no loss of efficiency. Implications are discussed in two applications of the proposed CAT procedures: a work attitude test with dichotomous
APA, Harvard, Vancouver, ISO, and other styles
6

Jansen, Markus T., and Ralf Schulze. "Linear Factor Analytic Thurstonian Forced-Choice Models: Current Status and Issues." Educational and Psychological Measurement, October 30, 2023. http://dx.doi.org/10.1177/00131644231205011.

Full text
Abstract:
Thurstonian forced-choice modeling is considered to be a powerful new tool to estimate item and person parameters while simultaneously testing the model fit. This assessment approach is associated with the aim of reducing faking and other response tendencies that plague traditional self-report trait assessments. As a result of major recent methodological developments, the estimation of normative trait scores has become possible in addition to the computation of only ipsative scores. This opened up the important possibility of comparisons between individuals with forced-choice assessment proced
APA, Harvard, Vancouver, ISO, and other styles
7

Kreitchmann, Rodrigo S., Miguel A. Sorrel, and Francisco J. Abad. "On Bank Assembly and Block Selection in Multidimensional Forced-Choice Adaptive Assessments." Educational and Psychological Measurement, April 28, 2022, 001316442210879. http://dx.doi.org/10.1177/00131644221087986.

Full text
Abstract:
Multidimensional forced-choice (FC) questionnaires have been consistently found to reduce the effects of socially desirable responding and faking in noncognitive assessments. Although FC has been considered problematic for providing ipsative scores under the classical test theory, item response theory (IRT) models enable the estimation of nonipsative scores from FC responses. However, while some authors indicate that blocks composed of opposite-keyed items are necessary to retrieve normative scores, others suggest that these blocks may be less robust to faking, thus impairing the assessment va
APA, Harvard, Vancouver, ISO, and other styles
8

Vikhman, Aleksander. "Psychometric Validation of the Cognitive Reflection Test on a Russian-Speaking Sample of Students." Herald of Omsk University Series Psychology, March 28, 2025, 84. https://doi.org/10.24147/2410-6364.2025.1.84-92.

Full text
Abstract:
The article presents the results of the difficulty, internal consistency and reliability testing of different versions of the cognitive reflection test (CRT; S. Frederick, M. Toplak, R. West, K. Stanovich, K. Thomson, D. Oppenheimer). This ipsative test consists of a number of puzzle tasks, the logic of which includes the presence of an impulsive intuitive incorrect answer that first comes to mind. To answer each of the tasks correctly, the respondent must suppress the first intuitive solution and, continuing to think, come to the correct non-obvious solution. Thus, the cognitive reflection te
APA, Harvard, Vancouver, ISO, and other styles
9

Ismadiyorova, N.I. "COMPATIBILITY OF INTERNATIONAL EXPERIENCE AND MODERN PEDAGOGY IN LANGUAGE EDUCATION." November 3, 2024. https://doi.org/10.5281/zenodo.14029816.

Full text
Abstract:
<em>This article presents the functional exchange in language education, emerging concepts in the field of modern pedagogy and their essence, by providing particular thoughts on the criteria of test tasks used to monitor students' knowledge.</em>
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Ipsative testing"

1

Wheeler, Harold William. "The reliability and validity of ipsative and normative forms of the Hutchins Behavior Inventory." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/77787.

Full text
Abstract:
The current trend among theorists in counseling and psychotherapy is toward the development of metatheoretical models that can be used to organize, systematically and comprehensively, existing theories and techniques within the discipline. Some models also provide behavior adaptation guidelines for practitioners who wish to adapt their behavior to client behavior patterns. Hutchins created the metatheoretical TFA System to accomplish the above goals. He also created the Hutchins Behavior Inventory (HBI) to complement the TFA System. The HBI purportedly measures the thinking, feeling, and act
APA, Harvard, Vancouver, ISO, and other styles
2

Berg, Stephen R. "Dynamic scaling : an ipsative procedure using techniques from computer adaptive testing." Thesis, 1995. http://hdl.handle.net/10125/9736.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Ipsative testing"

1

Univio, Diana Jazmin, and Andrea del Pilar Pérez. "Ipsative Assessment of Essay Writing to Foster Reflection and Self-Awareness of Progress." In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6986-2.ch009.

Full text
Abstract:
Ipsative assessment to improve argumentative essay writing aimed at studying how an alternative type of assessment, which persuaded learners to reflect on the feedback received and involved them as active assessment participants, influenced the writing skill of 24 students from two Colombian universities. The queries addressed throughout the chapter were analyzing the way students structured their essays by means of the Ipsative feedback and the influence of the assessment approach on students at the self-management levels. Findings revealed that through Ipsative assessment students enhanced their argumentative essay writing as they grasped the structural and reflective nature of this skill. Furthermore, the comparison of various drafts allowed learners to reflect on their improvements at the same time they raised self-awareness of progress and the whole process took students to the realization that they were developing generic skills useful for academic discourse. This chapter was also concerned with the effects of Ipsative assessment on self-directedness and lifelong learning.
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography