title: Item difficulty and item validity for the Children's Group Embedded Figures Test.
abstract: The validity and reliability of the Children's Group Embedded Figures Test was reported for students in Grade 2 by Cromack and Stone in 1980; however, a search of the literature indicates no evidence for internal consistency or item analysis. Hence the purpose of this study was to examine the item difficulty and item validity of the test with children in Grades 1 and 2. Confusion in the literature over development and use of this test was seemingly resolved through analysis of these descriptions and through an interview with the test developer. One early-appearing item was unreasonably difficult. Two or three other items were quite difficult and made little contribution to the total score. Caution is recommended, however, in any reordering or elimination of items based on these findings, given the limited number of subjects (n = 84).
authors.affiliation: Department of Educational Psychology and Statistics, State University of New York at Albany 12222.
authors.forename: R R
authors.initials: RR
authors.lastname: Rusch
authors.forename: C L
authors.initials: CL
authors.lastname: Trigg
authors.forename: R
authors.initials: R
authors.lastname: Brogan
authors.forename: S
authors.initials: S
authors.lastname: Petriquin
mesh_terms: D001288:Attention; D002648:Child; D005260:Female; D005364:Field Dependence-Independence; D006801:Humans; D008297:Male; D010364:Pattern Recognition, Visual; D011581:Psychological Tests / Q000706:statistics & numerical data; D011594:Psychometrics; D011597:Psychomotor Performance; D012016:Reference Values; D015203:Reproducibility of Results