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Related Experiment Videos

Item difficulty and item validity for the Children's Group Embedded Figures Test

R R Rusch1, C L Trigg, R Brogan

  • 1Department of Educational Psychology and Statistics, State University of New York at Albany 12222.

Perceptual and Motor Skills
|February 1, 1994
PubMed
Summary

This study analyzed the Children's Group Embedded Figures Test for first and second graders, finding some items were too difficult and contributed little to scores. Caution is advised when modifying the test due to a small sample size.

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Area of Science:

  • Psychometrics
  • Educational Psychology
  • Child Development

Background:

  • The Children's Group Embedded Figures Test (CGEFT) has reported validity and reliability for Grade 2 students.
  • Existing literature lacks internal consistency and item analysis data for the CGEFT.
  • Ambiguity surrounds the test's development and application.

Purpose of the Study:

  • To evaluate the item difficulty and item validity of the CGEFT for children in Grades 1 and 2.
  • To clarify the test's development and usage based on literature analysis and developer interviews.

Main Methods:

  • Item difficulty analysis.
  • Item validity assessment.
  • Qualitative data from developer interview and literature review.

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Main Results:

  • One early item presented excessive difficulty for young children.
  • Several other items were found to be difficult and offered minimal contribution to the overall score.
  • Clarification of test development and use was achieved through descriptive analysis and interviews.

Conclusions:

  • The CGEFT may require item revision, specifically addressing overly difficult items.
  • Recommendations for item modification should consider the limited sample size (n=84).
  • Further psychometric analysis with larger cohorts is warranted to confirm findings.