This article discusses the application of logit models for the analyses of 2-way categorical observations. The models described are generalized linear models using the logit link function. One of the models is the Rasch model (Rasch, 1960). The objective is to test hypotheses of marginal and conditional independence between explanatory quantities…

If classification in a limited number of categories is the purpose of testing, computerized adaptive tests (CATs) with algorithms based on sequential statistical testing perform better than estimation-based CATs (e.g., Eggen & Straetmans, 2000). In these computerized classification tests (CCTs), the Sequential Probability Ratio Test (SPRT) (Wald,…

Educational measurement is generally thought of as empirical, quantitative, and large-scale, whose purpose is to monitor educational systems. Sociocognitive studies, on the other hand, are associated with small-scale, theoretical, and qualitative studies, the purpose of which is to conduct fine-grained analysis of learning or teaching, or to…

Item position effects provoke serious problems within adaptive testing. This is because different testees are necessarily presented with the same item at different presentation positions, as a consequence of which comparing their ability parameter estimations in the case of such effects would not at all be fair. In this article, a specific…

Several current international comparative large-scale assessments of educational achievement (ICLSA) make use of "Rasch models", to address functions essential for valid cross-cultural comparisons. From a historical perspective, ICLSA and Georg Rasch's "models for measurement" emerged at about the same time, half a century ago. However, the…

When comparing data derived from tests or questionnaires in cross-national studies, researchers commonly assume measurement invariance in their underlying scaling models. However, different cultural contexts, languages, and curricula can have powerful effects on how students respond in different countries. This article illustrates how the…

In large-scale assessments, it usually does not occur that every item of the applicable item pool is administered to every examinee. Within item response theory (IRT), in particular the Rasch model (1960), this is not really a problem because item calibration works nevertheless. The different test booklets only need to be conceptualized according…

The challenge inherent in cross-national research of providing instruments in different languages measuring the same construct is well known. But even instruments in a single language may be biased towards certain countries or regions due to local linguistic specificities. Consequently, it may be appropriate to use different versions of an…

In information-rich environments, schools are often presented with a myriad of data from which decisions need to be made. The use of the information on a classroom level may be facilitated if performance could be described in terms of levels of proficiency or benchmarks. The aim of this article is to explore benchmarks using data from a monitoring…

For large-scale assessments, usually booklet designs administering the same item at different positions within a booklet are used. Therefore, the occurrence of position effects influencing the difficulty of the item is a crucial issue. Not taking learning or fatigue effects into account would result in a bias of estimated item difficulty. The…

This study examined the developmental effects of early parental intrinsic and extrinsic motivational strategies on mathematics achievement scores obtained from White students compared to underrepresented minority students. A latent growth curve model was fit to data from the Longitudinal Study of American Youth (LSAY) with mathematics achievement…

During the past decade, there has been more than an adequate amount of research addressing issues regarding social studies methods courses. However, the apparent void is that there is no clear understanding of what pedagogical content knowledge or understanding of pedagogical approaches teacher candidates bring with them to social studies methods…

This study explores the validity of school-based assessments when they serve to supplement scores on central tests in high-stakes examinations. The school-based continuous assessment (CA) marks are compared to the marks scored on the central written Bhutan Certificate of Secondary Education (BCSE) examination, to detailed teacher ratings of…

The purpose of the present study was to develop and validate an instrument assessing the moral orientation of physical education students. Three types of validity (content, construct, and criterion oriented) were used. Two hundred and sixty-nine physical education students (males n = 128 and females n = 141; M[subscript age] = 14.94) filled in 3…

The purposes of the present study were (a) to compare US and Korean 8th graders' mastery of knowledge and skills in the mathematics test of the Trends in International Mathematics and Science Study (TIMSS) 2003 using a cognitive diagnostic testing method and (b) to find links between teachers' instruction and students' mastery of mathematics…