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Full-Text Articles in Education
Pirls 2016 Reporting Australia's Results Data Tables [Excel File], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton
Pirls 2016 Reporting Australia's Results Data Tables [Excel File], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton
Kylie Hillman
This Excel file contains data pertaining to the report PIRLS 2016: Reporting Australia's results (2017). This report provides the Australian results from PIRLS 2016.
Pirls 2016 Australian Year 4 Data [Sas], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton
Pirls 2016 Australian Year 4 Data [Sas], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton
Kylie Hillman
This dataset (SAS zipped) is a data source for the report PIRLS 2016: Reporting Australia's results. Refer to the readme.txt file for details.
Pirls 2016 Australian Year 4 Data [Sas], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton
Pirls 2016 Australian Year 4 Data [Sas], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton
Dr Sue Thomson
This dataset (SAS zipped) is a data source for the report PIRLS 2016: Reporting Australia's results. Refer to the readme.txt file for details.
Pirls 2016 Australian Year 4 Data [Spss], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton
Pirls 2016 Australian Year 4 Data [Spss], Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton
Dr Sue Thomson
This dataset (SPSS zipped) is a data source for the report PIRLS 2016: Reporting Australia's results. Refer to the readme.txt file for details.
A Framework For Predicting Item Difficulty In Reading Tests, Tom Lumley, Alla Routitsky, Juliette Mendelovits, Dara Ramalingam
A Framework For Predicting Item Difficulty In Reading Tests, Tom Lumley, Alla Routitsky, Juliette Mendelovits, Dara Ramalingam
Dr Alla Routitsky
Results on reading tests are typically reported on scales composed of levels, each giving a statement of student achievement or proficiency. The PISA reading scales provide broad descriptions of skill levels associated with reading items, intended to communicate to policy makers and teachers about the reading proficiency of students at different levels. However, the described scales are not explicitly tied to features that predict difficulty. Difficulty is thus treated as an empirical issue, using a post hoc solution, while a priori estimates of item difficulty have tended to be unreliable. Understanding features influencing the difficulty of reading tasks has the …
A Framework For Predicting Item Difficulty In Reading Tests, Tom Lumley, Alla Routitsky, Juliette Mendelovits, Dara Ramalingam
A Framework For Predicting Item Difficulty In Reading Tests, Tom Lumley, Alla Routitsky, Juliette Mendelovits, Dara Ramalingam
Juliette Mendelovits
Results on reading tests are typically reported on scales composed of levels, each giving a statement of student achievement or proficiency. The PISA reading scales provide broad descriptions of skill levels associated with reading items, intended to communicate to policy makers and teachers about the reading proficiency of students at different levels. However, the described scales are not explicitly tied to features that predict difficulty. Difficulty is thus treated as an empirical issue, using a post hoc solution, while a priori estimates of item difficulty have tended to be unreliable. Understanding features influencing the difficulty of reading tasks has the …
A Framework For Predicting Item Difficulty In Reading Tests, Tom Lumley, Alla Routitsky, Juliette Mendelovits, Dara Ramalingam
A Framework For Predicting Item Difficulty In Reading Tests, Tom Lumley, Alla Routitsky, Juliette Mendelovits, Dara Ramalingam
Dr Tom Lumley
Results on reading tests are typically reported on scales composed of levels, each giving a statement of student achievement or proficiency. The PISA reading scales provide broad descriptions of skill levels associated with reading items, intended to communicate to policy makers and teachers about the reading proficiency of students at different levels. However, the described scales are not explicitly tied to features that predict difficulty. Difficulty is thus treated as an empirical issue, using a post hoc solution, while a priori estimates of item difficulty have tended to be unreliable. Understanding features influencing the difficulty of reading tasks has the …
Common Person Equating With The Rasch Model, Geoff Masters
Common Person Equating With The Rasch Model, Geoff Masters
Prof Geoff Masters AO
Two procedures, one based on item difficulties, the other based on person abilities, were used to equate 14 forms of a reading comprehension test using the Rasch model. These forms had no items in common. For practical purposes, the two procedures produced equivalent results. An advantage of common person equating for testing the unidimensionality assumption is pointed out, and the need for caution in interpreting tests of common item invariance is stressed.