Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 6 |
Since 2005 (last 20 years) | 10 |
Descriptor
Models | 10 |
Foreign Countries | 5 |
Item Response Theory | 5 |
Computation | 3 |
Grade 7 | 3 |
Middle School Students | 3 |
Statistical Analysis | 3 |
Test Bias | 3 |
Bayesian Statistics | 2 |
Change | 2 |
Goodness of Fit | 2 |
More ▼ |
Source
Educational and Psychological… | 10 |
Author
Almond, Russell G. | 1 |
Aytürk, Ezgi | 1 |
Bottge, Brian | 1 |
Brown, Joshua L. | 1 |
Cai, Li | 1 |
Casabianca, Jodi M. | 1 |
Cham, Heining | 1 |
Cheng, Ying | 1 |
Cheong, Yuk Fai | 1 |
Chi, Eunlim | 1 |
Cohen, Allan | 1 |
More ▼ |
Publication Type
Journal Articles | 10 |
Reports - Research | 8 |
Reports - Descriptive | 2 |
Education Level
Middle Schools | 10 |
Junior High Schools | 7 |
Secondary Education | 7 |
Elementary Education | 5 |
Grade 7 | 3 |
Grade 8 | 2 |
Early Childhood Education | 1 |
Grade 10 | 1 |
Grade 3 | 1 |
Grade 4 | 1 |
Grade 5 | 1 |
More ▼ |
Audience
Location
Georgia | 1 |
Germany | 1 |
New York | 1 |
South Korea | 1 |
Taiwan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Trends in International… | 2 |
Georgia Criterion Referenced… | 1 |
Graduate Record Examinations | 1 |
Social Skills Improvement… | 1 |
Student Teacher Relationship… | 1 |
Wechsler Adult Intelligence… | 1 |
What Works Clearinghouse Rating
Aytürk, Ezgi; Cham, Heining; Jennings, Patricia A.; Brown, Joshua L. – Educational and Psychological Measurement, 2020
Methods to handle ordered-categorical indicators in latent variable interactions have been developed, yet they have not been widely applied. This article compares the performance of two popular latent variable interaction modeling approaches in handling ordered-categorical indicators: unconstrained product indicator (UPI) and latent moderated…
Descriptors: Evaluation Methods, Grade 3, Grade 4, Grade 5
Cheng, Ying; Shao, Can; Lathrop, Quinn N. – Educational and Psychological Measurement, 2016
Due to its flexibility, the multiple-indicator, multiple-causes (MIMIC) model has become an increasingly popular method for the detection of differential item functioning (DIF). In this article, we propose the mediated MIMIC model method to uncover the underlying mechanism of DIF. This method extends the usual MIMIC model by including one variable…
Descriptors: Test Bias, Models, Simulation, Sample Size
Li, Feiming; Cohen, Allan; Bottge, Brian; Templin, Jonathan – Educational and Psychological Measurement, 2016
Latent transition analysis (LTA) was initially developed to provide a means of measuring change in dynamic latent variables. In this article, we illustrate the use of a cognitive diagnostic model, the DINA model, as the measurement model in a LTA, thereby demonstrating a means of analyzing change in cognitive skills over time. An example is…
Descriptors: Statistical Analysis, Change, Thinking Skills, Measurement
Wetzel, Eunike; Xu, Xueli; von Davier, Matthias – Educational and Psychological Measurement, 2015
In large-scale educational surveys, a latent regression model is used to compensate for the shortage of cognitive information. Conventionally, the covariates in the latent regression model are principal components extracted from background data. This operational method has several important disadvantages, such as the handling of missing data and…
Descriptors: Surveys, Regression (Statistics), Models, Research Methodology
Casabianca, Jodi M.; Lockwood, J. R.; McCaffrey, Daniel F. – Educational and Psychological Measurement, 2015
Observations and ratings of classroom teaching and interactions collected over time are susceptible to trends in both the quality of instruction and rater behavior. These trends have potential implications for inferences about teaching and for study design. We use scores on the Classroom Assessment Scoring System-Secondary (CLASS-S) protocol from…
Descriptors: Scores, Middle School Teachers, Teacher Effectiveness, Teacher Evaluation
Hecht, Martin; Weirich, Sebastian; Siegle, Thilo; Frey, Andreas – Educational and Psychological Measurement, 2015
Multiple matrix designs are commonly used in large-scale assessments to distribute test items to students. These designs comprise several booklets, each containing a subset of the complete item pool. Besides reducing the test burden of individual students, using various booklets allows aligning the difficulty of the presented items to the assumed…
Descriptors: Measurement, Item Sampling, Statistical Analysis, Models
Paek, Insu; Park, Hyun-Jeong; Cai, Li; Chi, Eunlim – Educational and Psychological Measurement, 2014
Typically a longitudinal growth modeling based on item response theory (IRT) requires repeated measures data from a single group with the same test design. If operational or item exposure problems are present, the same test may not be employed to collect data for longitudinal analyses and tests at multiple time points are constructed with unique…
Descriptors: Item Response Theory, Comparative Analysis, Test Items, Equated Scores
Huang, Hung-Yu; Wang, Wen-Chung – Educational and Psychological Measurement, 2013
Both testlet design and hierarchical latent traits are fairly common in educational and psychological measurements. This study aimed to develop a new class of higher order testlet response models that consider both local item dependence within testlets and a hierarchy of latent traits. Due to high dimensionality, the authors adopted the Bayesian…
Descriptors: Item Response Theory, Models, Bayesian Statistics, Computation
Randall, Jennifer; Cheong, Yuk Fai; Engelhard, George, Jr. – Educational and Psychological Measurement, 2011
To address whether or not modifications in test administration influence item functioning for students with disabilities on a high-stakes statewide problem-solving assessment, a sample of 868 students (with and without disabilities) from 74 Georgia schools were randomly assigned to one of three testing conditions (resource guide, calculator, or…
Descriptors: Item Response Theory, Models, Context Effect, Test Bias
Sinharay, Sandip; Almond, Russell G. – Educational and Psychological Measurement, 2007
A cognitive diagnostic model uses information from educational experts to describe the relationships between item performances and posited proficiencies. When the cognitive relationships can be described using a fully Bayesian model, Bayesian model checking procedures become available. Checking models tied to cognitive theory of the domains…
Descriptors: Epistemology, Clinical Diagnosis, Job Training, Item Response Theory