The Revised Danish Learning Styles Inventory (R-D-LSI) (Nielsen 2005), which is an adaptation of Sternberg-Wagner Thinking Styles Inventory (Sternberg, 1997), comprises 14 subscales, each measuring a separate learning style. Of these 14 subscales, 9 are eight items long and 5 are seven items long. For self-assessment, self-scoring and…

Reflects on the development of the unidimensional Rasch model for ordered categories and the resistance to some of its initially counterintuitive implications, especially that the thresholds that partition the continuum to form the ordered categories can show an empirical problem with the data. (SLD)

Studied the dimensionality and construct validity of the School Development Expectation Scale for use with Year 12 students in Australia. Confirmatory factor analysis supported the postulated five-factor model in the validation sample of 8,310 students. The scale was calibrated using the Rasch rating scale, and recommendations were made to refine…

Explores the nature of fit and provides a historical overview of fit indices. Focuses on a family of fit indices based on the Pearsonian chi-square approach to fit to show why it is necessary to use a family of standardized indices to understand the relationship between the data and the model. (Author/SLD)

Proposes a factorial procedure for investigating differential distractor functioning in multiple choice items that models each distractor with a distinct distractibility parameter. Results of a simulation study show that the parameters of the proposed modeling were recovered very well. Analysis of 10 4-choice items from a college entrance…

Extended conventional two-group differential item function (DIF) analysis for dichotomous items to factorial DIF analysis for polytomous items where multiple grouping factors with multiple groups in each are analyzed jointly. Simulation studies and analysis of a real data set with 1,924 subjects show the parameters of the proposed modeling can be…