This article defines the concept of Domain Theory, or, when educational measurement is the goal, one might call it a "Learning Theory of Progressive Attainments in X Domain". The concept of Domain Theory is first shown to be rooted in validity theory, then the concept of domain theory is expanded to amplify its necessary but long neglected…

In this paper, we describe a new method we have developed for setting cut scores between levels of a test. We outline the wide variety of potential methods that have been used for such a process, and emphasize the need for a coherent conceptual framework under which the variety of methods could be understood. We then describe our particular…

This article describes the development of a ten-item scale to assess biology majors' self-efficacy towards the critical thinking and data analysis skills taught in an upper-division cell biology course. The original seven-item scale was expanded to include three additional items based on the results of item analysis. Evidence of reliability and…

Discusses substantive scale construction and the need for Rasch measurement practitioners to give careful consideration to designing variables based on theory, item construction, and models for the analysis of data. (SLD)

Analyzed the Frequency and Intensity subscales of the Clinician Administered Posttraumatic Stress Disorder Scale (PTSD) separately using a Rasch rating scale model. The Frequency subscale produced measures that encompassed the level of severity found in the sample of 201 veterans. (SLD)

Studied the usefulness of the Multidimensional Random Coefficient Multinomial Logit model using a collection of embedded assessments administered to 541 students in middle school science classes. Findings illustrate the usefulness and good fit of the multidimensional approach in contrast to a unidimensional approach. (SLD)

Used a suite of Rasch measurement techniques to meet competing demands in establishing statewide benchmarks relating to the School Opinion Survey carried out over 1,200 government schools in 1 Australian state. Solutions to a variety of measurement and reporting problems were all found within the Rasch family of models. (SLD)

Traces the historical development of the understanding of the term "measurement" by researchers in the social sciences, and the development and use of one-way and two-way analysis of variance by researchers in the social sciences are described and evaluated. (SLD)

Developed and validated an instrument designed to measure the perceived measurability and importance of the National Athletic Trainers' Association Athletic Training Educational Competencies. Data from 931 athletic trainers and sport medicine physicians support 6 constructs, each of which demonstrates high reliability. (SLD)

Explores the interactions among measurement theories, reading theories, and measurement practices from a historical perspective. Describes a conceptual framework for examining the assessment of reading and reviews major research traditions in measurement theory in the 20th century. Also provides a brief history of the Rasch measurement theory in…

Describes the Rasch measurement partial credit model, what it is, how it differs from other Rasch models, and when and how to use it. Also describes the calibration of instruments with increasingly complex items. Explains pivot anchoring and illustrates its use and describes the effect of pivot anchoring on step calibrations, item hierarchy, and…

Applied a procedure to assess measurement invariance across cultures developed by J. Steenkamp and H. Baumgartner (1998) to a scale to measure cognitive age using data collected in India (n=195), China (n=250), and Korea (n=251). Results from confirmatory factor analyses indicate that the technique provides a valuable tool to assess measurement…

Explored the possibility of developing a common metric for measuring goal orientation by simultaneously calibrating four commonly used goal orientation scales to see if item responses met the unidimensionality requirement. Results for 305 psychology students in France yield a common metric for interpretation and statistical analyses. (SLD)

Describes similarities and differences between additive conjoint measurement and the Rasch model, and formalizes some new nonparametric item response models that are, in a sense, probabilistic measurement theory models. Applies these new models to published and simulated data. (SLD)

Describes Rasch measurement procedures for equating multiple test forms or calibrating an item bank. The procedures entail: (1) selecting a data collection design; (2) estimating parameters; (3) transforming the parameters to a common scale; and (4) evaluating the quality of the linkage between the forms. (SLD)