Construct-irrelevant variance sometimes has consequential validity

Assessment in Education: Principles, Policy and Practice

Volumn 17, Issue 4, 2010, Pages 339-343

  Baird, Jo Anne ^a  

^a UNIVERSITY OF BRISTOL   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79959999028     PISSN: 0969594X     EISSN: 1465329X     Source Type: Journal    
DOI: 10.1080/0969594X.2010.516207     Document Type: Editorial

References (10)

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4. Fox, J., and L. Cheng. 2007. Did we take the same test? Differing accounts of the Ontario Secondary School Literacy Test by first and second language test-takers. Assessment in Education: Principles, Policy & Practice 14, no. 1: 9-26.
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8. Roese, N.J., and J.M. Olson. 2007. Better, stronger, faster self-serving judgment, affect regulation, and the optimal vigilance hypothesis. Perspectives in Psychological Science 2, no. 2: 124-41.
9. Suto, I., and J. Greatorex. 2008. A quantitative analysis of cognitive strategy usage in the marking of two GCSE examinations. Assessment in Education: Principles, Policy & Practice 15, no. 1: 73-89.
10. Yerkes, R.M., and J.D. Dodson. 1908. The relation of strength of stimuli to rapidity of habit-formation. Journal of Comparative Neurology and Psychology 18: 459-482.