Margaret Wu, Hak Ping Tam, Tsung-Hau Jen's Educational Measurement for Applied Researchers: Theory into PDF

By Margaret Wu, Hak Ping Tam, Tsung-Hau Jen

ISBN-10: 9811033005

ISBN-13: 9789811033001

ISBN-10: 9811033021

ISBN-13: 9789811033025

This publication is a priceless learn for a various crew of researchers and practitioners who study overview info and build attempt tools. It makes a speciality of using classical try thought (CTT) and merchandise reaction conception (IRT), that are frequently required within the fields of psychology (e.g. for measuring mental traits), wellbeing and fitness (e.g. for measuring the severity of disorders), and schooling (e.g. for measuring scholar performance), and makes those analytical instruments available to a broader viewers.

Having taught evaluate topics to scholars from assorted backgrounds for a couple of years, the 3 authors have a wealth of expertise in featuring academic dimension themes, in-depth ideas and functions in an obtainable structure. As such, the ebook addresses the desires of readers who use CTT and IRT of their paintings yet don't unavoidably have an in depth mathematical history. The ebook additionally sheds mild on universal misconceptions in making use of size versions, and provides an built-in method of various size equipment, comparable to contrasting CTT with IRT and multidimensional IRT types with unidimensional IRT types. anyplace attainable, comparisons among types are explicitly made. moreover, the booklet discusses techniques for try out equating and differential merchandise functioning, in addition to Bayesian IRT types and believable values utilizing uncomplicated examples.

This booklet can function a textbook for introductory classes on academic size, as supplementary studying for complicated classes, or as a beneficial reference consultant for researchers attracted to reading scholar evaluation data.

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Extra info for Educational Measurement for Applied Researchers: Theory into Practice

Sample text

As technology is advancing at a great pace and tests can be delivered by the computers, it becomes more feasible to administer closed constructed-response items such as the two examples shown above. The computer can score written responses for these two short-answered questions. Thus, wherever possible, machine score-able constructed-response items are preferable to multiple-choice items for increasing item discrimination and overall test reliability. Number of Options for Multiple-Choice Items Questions are constantly raised about the number of options required for a multiple-choice item.

This does not sound feasible in practice. 5 may still be too large for some purposes. This leads to the next consideration of determining what accuracy is sufficient. But before discussing about how to decide on adequate accuracy, we will first introduce the notion of standardised units where scores are expressed in standard deviation units to provide a convenient way for making comparisons of quantities when there are different units of measurement. Scores in Standard Deviation Unit To compare scores from different assessments where the scale factor and the origin of a measurement scale are arbitrarily set, we will compute statistics in units of the standard deviation of the distribution of interest, in much the same way as the unit of effect size.

8 for details). Second, while it is impossible to find items that measure the same construct, cognitive abilities are highly correlated so that in practice what one should be concerned with is not whether a test is unidimensional but whether a test is sufficiently unidimensional for the purposes of the use of the tests. Therefore, it is essential to link the construct to validity issues in justifying the fairness of the items in relation to how the test scores are used. Nevertheless, while the assumption of unidimensionality is always only approximately satisfied, one should always aim to achieve it.

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Educational Measurement for Applied Researchers: Theory into Practice by Margaret Wu, Hak Ping Tam, Tsung-Hau Jen

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