Application Of A General Polytomous Testlet Model To The Reading Section Of A Large Scale English Language Assessment Research Report Ets Rr 10 21
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Advancing Human Assessment
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Author : Randy E. Bennett
language : en
Publisher: Springer
Release Date : 2017-10-17
Advancing Human Assessment written by Randy E. Bennett and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-10-17 with Education categories.
This book is open access under a CC BY-NC 2.5 license. This book describes the extensive contributions made toward the advancement of human assessment by scientists from one of the world’s leading research institutions, Educational Testing Service. The book’s four major sections detail research and development in measurement and statistics, education policy analysis and evaluation, scientific psychology, and validity. Many of the developments presented have become de-facto standards in educational and psychological measurement, including in item response theory (IRT), linking and equating, differential item functioning (DIF), and educational surveys like the National Assessment of Educational Progress (NAEP), the Programme of international Student Assessment (PISA), the Progress of International Reading Literacy Study (PIRLS) and the Trends in Mathematics and Science Study (TIMSS). In addition to its comprehensive coverage of contributions to the theory and methodology of educational and psychological measurement and statistics, the book gives significant attention to ETS work in cognitive, personality, developmental, and social psychology, and to education policy analysis and program evaluation. The chapter authors are long-standing experts who provide broad coverage and thoughtful insights that build upon decades of experience in research and best practices for measurement, evaluation, scientific psychology, and education policy analysis. Opening with a chapter on the genesis of ETS and closing with a synthesis of the enormously diverse set of contributions made over its 70-year history, the book is a useful resource for all interested in the improvement of human assessment.
Application Of A General Polytomous Testlet Model To The Reading Section Of A Large Scale English Language Assessment Research Report Ets Rr 10 21
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Author : Yanmei Li
language : en
Publisher:
Release Date : 2010
Application Of A General Polytomous Testlet Model To The Reading Section Of A Large Scale English Language Assessment Research Report Ets Rr 10 21 written by Yanmei Li and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with categories.
Many standardized educational tests include groups of items based on a common stimulus, known as "testlets". Standard unidimensional item response theory (IRT) models are commonly used to model examinees' responses to testlet items. However, it is known that local dependence among testlet items can lead to biased item parameter estimates when using standard IRT models, and to overestimated reliability. In this study, a general polytomous testlet model was proposed to account for local dependence in testlet-based tests that contain both dichotomously and polytomously scored items. The proposed model and a standard IRT model were fit to simulated data and several real data sets from the reading sections of a large-scale English-language test, and model fit was evaluated. Item parameters and test information obtained from the two models were compared to check the impact of local item dependence. In addition, a multidimensional IRT model with simple structure was also fit to the real data sets. Results based on both simulated and real data suggested that local dependence had a small impact on item parameter estimates and a relatively larger impact on test information and reliability. It was also found that the multidimensional IRT model with simple structure fit the real data sets better than the general polytomous testlet model and the standard IRT model did. An Example of SAS Code Used for Estimating the General Polytomous Testlet Model, the 2PL/GPCM Model, and the Multidimensional IRT Model with Simple Structure is appended. (Contains 3 figures and 10 tables.).
Analyse Der Struktur Messinvarianz Und Auspr Gung Komplexer Probleml Sekompetenz Im Fach Chemie
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Author : Ronny Scherer
language : de
Publisher: Logos Verlag Berlin GmbH
Release Date : 2012
Analyse Der Struktur Messinvarianz Und Auspr Gung Komplexer Probleml Sekompetenz Im Fach Chemie written by Ronny Scherer and has been published by Logos Verlag Berlin GmbH this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Education categories.
Naturwissenschaftliches Problemlosen ist eine der zentralen Kompetenzen, die Schulerinnen und Schuler im Laufe der Schulzeit erwerben sollen. Bislang liegen jedoch nur wenige empirische Befunde zur Struktur und Entwicklung der fachspezifischen Problemlosekompetenzen vor. Bisherige Studien fokussierten zumeist auf analytische Komponenten des Konstrukts, die in gut strukturierten Problemlosesituationen erfasst werden konnten. Doch in naturwissenschaftlichen Kontexten stehen oftmals Problemstellungen im Vordergrund, die das Interagieren der Problemlosenden mit einem komplexen System erfordern. In der vorliegenden Arbeit wird deshalb ein Modell vorgestellt, mit dessen Hilfe die komplexe Problemlosekompetenz in ihrer Entwicklung innerhalb der Sekundarstufe I und am Ubergang zur Sekundarstufe II fur das Fach Chemie modelliert und beschrieben werden kann. In einer querschnittlich angelegten Studie wird zudem auf psychometrische Konzepte wie Dimensionalitat, Messinvarianz, lokale Itemabhangigkeiten und Mehrebenenstrukturen fokussiert. Die Ergebnisse zeigen an, dass vier Teilprozesse des Konstrukts als Progressvariablen verwendet werden konnen, in denen asynchrone Entwicklungen im Laufe der Schulzeit stattfinden. In dieser Studie ist es damit erstmals gelungen, die fachspezifische komplexe Problemlosekompetenz hinsichtlich ihrer mittleren Entwicklung zu charakterisieren.
Research Based Recommendations For The Use Of Accommodations In Large Scale Assessments
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Author : Michael J. Kieffer
language : en
Publisher:
Release Date : 2012
Research Based Recommendations For The Use Of Accommodations In Large Scale Assessments written by Michael J. Kieffer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
This report presents results from a new quantitative synthesis of research on the effectiveness and validity of test accommodations for English language learners (ELLs) taking large-scale assessments. In 2006, the Center on Instruction published a review of the literature on test accommodations for ELLs titled "Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for the Use of Accommodations in Large-Scale Assessments" (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). This new publication provides an update to the 2006 report, incorporating evidence from nine studies not previously included and providing updated recommendations for educators and policy-makers. Results drawn from 20 studies (including, in total, more than 33,000 students, of whom more than 9,400 were ELLs) were aggregated using meta-analysis. The studies were primarily conducted using researcher-created tests of mathematics and science with items drawn from the National Assessment of Educational Progress (NAEP) in grades 4 and 8. Drawing on the existing evidence, the authors suggest the following recommendations, ordered by the strength of the available evidence: (1) Use simplified English in test design, eliminating irrelevant language demands for all students; (2) Provide English dictionaries/glossaries to ELLs; (3) Match the language of tests and accommodations to the language of instruction; and (4) Provide extended time to ELLs or use untimed tests for all students. Appended are: (1) Characteristics of studies included in the meta-analysis on effectiveness of accommodations; (2) Comparisons of included studies to those included in Francis et al. (2006) and Pennock-Roman (2011) with reasons for inclusion for newly added studies since Francis et al. (2006); (3) Discussion of the choice of unit of analysis; and (4) Reporting of technical results. (Contains 3 tables and 3 footnotes.) [For related reports, see "Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners. Book 1 of 3" (ED517790); "Research-Based Recommendations for Serving Adolescent Newcomers. Practical Guidelines for the Education of English Language Learners. Book 2 of 3" (ED517791); and "Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments. Practical Guidelines for the Education of English Language Learners. Book 3 of 3" (ED517792).].
Ensuring Accuracy In Testing For English Language Learners
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Author : Rebecca Kopriva
language : en
Publisher:
Release Date : 2000
Ensuring Accuracy In Testing For English Language Learners written by Rebecca Kopriva and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with Educational tests and measurements categories.
This guide has the broad purpose of improving large-scale academic assessments for limited-English-proficient (LEP) students. It was written because large-scale assessments are studded with problems that affect not only how equitable the achievement of LEP students can be measured, but also how effectively LEP students' mastery of content is assessed. LEP students may understand more than they are allowed to demonstrate under the confines of large scale tests designed for mainstream use with students sharing common cultural experiences. This guide is designed to provide both practical, research-based information for individuals and groups developing and administering tests of academic achievement for LEP students. It is also intended to provide lucid, easily accessible knowledge for policymakers that clarify the complex issues facing LEP students. The guide is organized into 10 chapters with two appendices. Chapters cover the following topics: issues of alignment, inclusion, and participation; alignment of performance standards to content standards; test specifications and the accessibility framework for LEP students; accessibility on writing terms; writing accessible rubrics; promising administrative and response accommodations; expanded bias reviews; scoring constructed response items; demonstrating the technical merit of assessments; and accessibility considerations when reporting and using test results. The appendices offer a technical discussion of issues related to accessibility and the highlights of key research on assessment of LEP students. (Contains 60 references.) (KFT)