Dissertation. Elzey, Robert (1998). The construct validity of the principles of edification as measures of edifying teaching in the LDS Church Educational System. PhD dissertation. Allen, Sally (2000). Identifying and managing local item dependence in context-dependent item sets.
Dissertation. McEwen, M. (2018). The effects of incomplete rating designs on results from Many-facets Rasch Model analyses. PhD.
Dissertation. Thayn, Kim Scott (2001). The effects of small sample sets in item selection. M.S. project.
Dissertation. Smith, Brian L. (1986). Academic tasks and student response strategies in LDS Seminary classrooms. PhD dissertation. Lake, David L. (1987). The effects of self-evaluation and teacher-evaluation on missionary trainees. PhD dissertation. Thurman, Richard (1988). The effect of temporal position of reviews on the retention of a paired- associate task. PhD dissertation. Hall, Robert F. (1988). Highly-similar versus relatively-dissimilar stimuli in instruction on an aural discrimination task. PhD dissertation. Moss, Vanessa D. (1988). The development and validation of a scale for assessing parents' attitudes towards year-round school. M.S. thesis. Francis, Leslie (1988). Alternative methods of estimating the curricular validity of locally constructed course examinations. PhD dissertation. Dunn, Bill, (1989). Respondent centered item generation vs. expert centered item generation for Likert Scale construction. PhD dissertation. Petersen, Gary A. (1989). Test-wise responses of third-, fifth-, and sixth-grade students to clued and unclued multiple-choice science items. PhD dissertation. Eisley, Mark E. (1990). The effect of sentence form and problem scope in multiple-choice item stems on indices of test and item quality. PhD dissertation.
Dissertation. Lin, Wang Man (1992). The development of a reading comprehension test for the Chinese Basic Course at the Defense Language Institute. M.S. thesis. Matsumoto, Audrey (1993). Performance assessment of separate component skills in elementary school science versus a composite integrated skill. M.S. thesis. Gull, Gayla (1993). Standardized testing results in grades four, seven, nine, and ten from a predominantly home school population. M.S. thesis. Eschler, Wayne (1993). How explicit, empirically-determined mental models of experts and typical users influence design decisions. PhD dissertation. Howell, Scott L. (1994). The effects of using test blueprints as a test preparation method. PhD dissertation. Mishou, Matthew A. (1995). Tutor fidelity in the implementation of a remedial reading program.
Dissertation. Reiner, Christian M. (2002). How to prepare effective essay questions: Guidelines for university faculty. M.S. Project. Spencer, Steven G. (2002). The generalizability of ratings in a freshman English composition course. M.S. Project. Steadman, Anna Kay (2003). The development and use of a performance assessment and a two- tiered, multiple-choice test to identify misconceptions among preservice elementary school teachers about the area of rectangles. M.S. Thesis. Pearson, Kathryn R. (2003). Design and development of the Self-Efficacy for Musical Studies scale.
Dissertation. Chapman, S. (2016). Student growth trajectories with summer achievement loss using hierarchical and growth modeling. PhD. dissertation. Wilcox, M. (2016). Evidence for the validity of the Student Risk Screening Scale in middle school: A multilevel confirmatory factor analysis. PhD. dissertation.
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