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The purpose of the present study was to report on the development of a new instrument, the Attitude Toward Educational Measurement Inventory (ATEMI). Undergraduate teacher education majors (N= 331) from a research university in the Midwest completed the ATEMI. Results showed scores for the subscales had high internal consistency reliability (alphas ranged from .88 to .92) and moderate stability reliability (test-retest correlations ranged from .60 to .72). Interscale correlations indicated the three scales represent related, yet unique, aspects of students' attitudes toward measurement.
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Namok C. Bryant (1997) studied this question.
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