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Full-Text Articles in Education
Adaptive Testing For Psychological Assessment: How Many Items Are Enough To Run An Adaptive Testing Algorithm?, Michaela Wagner-Menghin, Geoff Masters
Adaptive Testing For Psychological Assessment: How Many Items Are Enough To Run An Adaptive Testing Algorithm?, Michaela Wagner-Menghin, Geoff Masters
Prof Geoff Masters AO
Although the principles of adaptive testing were established in the psychometric literature many years ago (e.g., Weiss, 1977), and practice of adaptive testing is established in educational assessment, it is not yet widespread in psychological assessment. One obstacle to adaptive psychological testing is a lack of clarity about the necessary number of items to run an adaptive algorithm. The study explores the relationship between item bank size, test length and measurement precision. Simulated adaptive test runs (allowing a maximum of 30 items per person) out of an item bank with 10 items per ability level (covering .5 logits, 150 items …
Using The Partial Credit Model To Identify And Adjust For Differences Among Assessors, Geoff Masters, Siek Khoo
Using The Partial Credit Model To Identify And Adjust For Differences Among Assessors, Geoff Masters, Siek Khoo
Prof Geoff Masters AO
No abstract provided.
The Partial Credit Model, Geoff Masters
The Partial Credit Model, Geoff Masters
Prof Geoff Masters AO
This chapter demonstrates the elegant simplicity of the underlying concept on which the partial credit model (PCM) was built. This provides a valuable basis for understanding this highly influential polytomous item response theory (IRT) model, including its relationship to other models and the reasons for its widespread use.
Mapping Student Achievement, Geoff Masters, Ray Adams, Jan Lokan
Mapping Student Achievement, Geoff Masters, Ray Adams, Jan Lokan
Prof Geoff Masters AO
The analyses, publications and reports of quantitative data in education and the social sciences usually omit basic information on the construct measured. Probabilistic models for test data make it possible to delineate coherent and richly described measurement continua that facilitate interpretation of student achievement. The potential of conjoint measurement to bring about fundamental advances in educational testing practice lies in part in the opportunities it provides to build useful maps of learning domains and to use those maps in communicating student achievements. This chapter presents two applications of conjoint measurement aimed at constructing and describing achievement variables, developing insights into …
The Partial Credit Model And Null Categories, M Wilson, Geoff Masters
The Partial Credit Model And Null Categories, M Wilson, Geoff Masters
Prof Geoff Masters AO
A category where the frequency of responses is zero, either for sampling or structural reasons, will be called anull category. One approach for ordered polytomous item response models is to downcode the categories (i.e., reduce the score of each category above the null category by one), thus altering the relationship between the substantive framework and the scoring scheme for items with null categories. It is discussed why this is often not a good idea, and a method for avoiding the problem is described for the partial credit model while maintaining the integrity of the original response framework. This solution is …
The Analysis Of Partial Credit Scoring, Geoff Masters
The Analysis Of Partial Credit Scoring, Geoff Masters
Prof Geoff Masters AO
This article discusses a range of issues in the practical application of an item response theory (IRT) method for partial credit scoring. After a brief discussion of partial credit scoring as an alternative to right-wrong scoring in the measurment of educational achievement, an IRT model for partial credit analysis is developed and described. This model is presented as a straightforward and logical application of Rasch's dichotomous model to a sequence of ordered response alternatives. The distinctive nature of the item parameters in the model is described and these parameters are contrasted with two more familiar sets of parameters: Thurstone thresholds …
Educational Measurement: Prospects For Research And Innovation, Geoff Masters
Educational Measurement: Prospects For Research And Innovation, Geoff Masters
Prof Geoff Masters AO
No abstract provided.
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.
The Essential Process In A Family Of Measurement Models, Geoff Masters, Benjamin Wright
The Essential Process In A Family Of Measurement Models, Geoff Masters, Benjamin Wright
Prof Geoff Masters AO
Five members of the Rasch family of latent trait models which have appeared more or less independently in the literature are brought together and identified as one model. In addition to sharing the distinguishing characteristic of the dichotomous Rasch model separable person and item parameters and hence sufficient statistics all five models share a common algebraic form and have as their basic element the fundamental process defined by Rasch's simple logistic expression. In these models, the sufficient statistics for person and item parameters are counts of events constructed to be indicative of the variable being measured, and the measures they …
Measuring Attitude To School With A Latent Trait Model, Geoff Masters, N Hyde
Measuring Attitude To School With A Latent Trait Model, Geoff Masters, N Hyde
Prof Geoff Masters AO
A latent trait model for rating scales is used to ana lyze responses to an attitude-to-school questionnaire as part of an evaluation of projects operating in 10 West ern Australian schools under the Australian Priority Schools Program. The invariance of item parameter estimates over the 10 schools is examined, and varia tions in item estimates from school to school are stud ied in the light of the different projects operating in these schools. Results show how the investigation of items that do not retain their difficulties from group to group can provide valuable insight into the ways in which calibration …
Dicot: Analysing Classroom Tests With The Rasch Model, Geoff Masters
Dicot: Analysing Classroom Tests With The Rasch Model, Geoff Masters
Prof Geoff Masters AO
A computer program (DICOT) for the Rasch analysis of classroom tests is described. Results are presented in a simple, self-explanatory form, and person ability and item difficulty estimates are expressed in a metric like the one with which teachers and parents are already familiar. Person and item fit statistics provide an opportunity to diagnose strengths and weaknesses of individual children and to identify items which are problematic.
Constructing An Item Bank Using Partial Credit Scoring, Geoff Masters
Constructing An Item Bank Using Partial Credit Scoring, Geoff Masters
Prof Geoff Masters AO
A method for banking test items scored in several ordered response categories is described. Each item is seen as an ordered sequence of steps, and test forms are equated using the estimated difficulties of the steps in their shared items. Procedures for analyzing the internal consistency of individual links and for analyzing the coherence of an entire linking structure are described. The methodology is used to link six forms of a mathematics problem solving test.
Defining A 'Fear-Of-Crime' Variable: A Comparison Of Two Rasch Models, Geoff Masters
Defining A 'Fear-Of-Crime' Variable: A Comparison Of Two Rasch Models, Geoff Masters
Prof Geoff Masters AO
No abstract provided.
Rating Scale Analysis, Benjamin Wright, Geoff Masters
Rating Scale Analysis, Benjamin Wright, Geoff Masters
Prof Geoff Masters AO
No abstract provided.