Applied Measurement in Education最新文献_第3页

Validity: An Integrated Approach to Test Score Meaning and Use, by Gregory J. Cizek, New York, Routledge, 2020, 190 pp., 55.00 (Paperback) 有效性:测试分数意义和使用的综合方法，Gregory J. Cizek，纽约，Routledge, 2020, 190页，55.00(平装本)

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2023-11-19 DOI: 10.1080/08957347.2023.2274570

Tony Albano

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Recruitment and Retention of Racially and Ethnically Minoritized Graduate Students in Educational Measurement Programs 在教育测量项目中招收和保留种族和少数民族研究生

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2023-11-16 DOI: 10.1080/08957347.2023.2274565

Jennifer Randall, Joseph Rios

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Detecting Item Parameter Drift in Small Sample Rasch Equating 小样本拉希方程中项目参数漂移检测

4区教育学

Applied Measurement in Education Pub Date : 2023-11-08 DOI: 10.1080/08957347.2023.2274567

Daniel Jurich, Chunyan Liu

{"title":"Detecting Item Parameter Drift in Small Sample Rasch Equating","authors":"Daniel Jurich, Chunyan Liu","doi":"10.1080/08957347.2023.2274567","DOIUrl":"https://doi.org/10.1080/08957347.2023.2274567","url":null,"abstract":"ABSTRACTScreening items for parameter drift helps protect against serious validity threats and ensure score comparability when equating forms. Although many high-stakes credentialing examinations operate with small sample sizes, few studies have investigated methods to detect drift in small sample equating. This study demonstrates that several newly researched drift detection strategies can improve equating accuracy under certain conditions with small samples where some anchor items display item parameter drift. Results showed that the recently proposed methods mINFIT and mOUTFIT as well as the more conventional Robust-z helped mitigate the adverse effects of drifting anchor items in conditions with higher drift levels or with more than 75 examinees. In contrast, the Logit Difference approach excessively removed invariant anchor items. The discussion provides recommendations on how practitioners working with small samples can use the results to make more informed decisions regarding item parameter drift. Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/08957347.2023.2274567Notes1 In certain testing designs, some items may be reused as non-anchor items on future forms. Although IPD can occur on those items, we use the traditional IPD definition as specific to differential functioning in the items reused to serve as the equating anchor set.2 In IRT, the old form anchor item parameter estimates can also come from a pre-calibrated bank. However, we use the old and new form terminology as the simulation design involves directly equating to a previous form.3 For example, assume an item drifted in the 1.0 magnitude condition from b = 0 to 1 between Forms 1 and 2, this item would be treated as having a true b of 1.0 if selected on the Form 3.","PeriodicalId":51609,"journal":{"name":"Applied Measurement in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Bayesian Logistic Regression: A New Method to Calibrate Pretest Items in Multistage Adaptive Testing 贝叶斯逻辑回归:一种校正多阶段自适应测试中预测项目的新方法

4区教育学

Applied Measurement in Education Pub Date : 2023-11-08 DOI: 10.1080/08957347.2023.2274572

TsungHan Ho

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Change in Engagement During Test Events: An Argument for Weighted Scoring? 测试过程中参与度的变化:加权评分的争论?

4区教育学

Applied Measurement in Education Pub Date : 2023-11-06 DOI: 10.1080/08957347.2023.2274568

Steven L. Wise, G. Gage Kingsbury, Meredith L. Langi

{"title":"Change in Engagement During Test Events: An Argument for Weighted Scoring?","authors":"Steven L. Wise, G. Gage Kingsbury, Meredith L. Langi","doi":"10.1080/08957347.2023.2274568","DOIUrl":"https://doi.org/10.1080/08957347.2023.2274568","url":null,"abstract":"ABSTRACTRecent research has provided evidence that performance change during a student’s test event can indicate the presence of test-taking disengagement. Meaningful performance change implies that some portions of the test event reflect assumed maximum performance better than others and, because disengagement tends to diminish performance, lower-performing portions are less likely to reflect maximum performance than higher-performing portions. This empirical study explored the use of differential weighting of item responses during scoring, with weighting schemes representing either declining or increasing performance. Results indicated that weighted scoring could substantially decrease the score distortion due to disengagement factors and thereby improve test score validity. The study findings support the use of scoring procedures that manage disengagement by adapting to student test-taking behavior. Disclosure statementThe authors have no known conflicts of interest to disclose.Notes1 What constitutes “construct-irrelevant” depends on how the target construct is conceptualized. For example, Borgonovi and Biecek (Citation2016) argued that academic endurance should be considered part of what PISA is intended to measure, because academic endurance is positively associated with a student’s success later in life. It is unclear, however, how universally this conceptualization is adopted by those interpreting PISA results.2 Such comparisons between first and second half test performance require the assumption that the two halves are reasonably equivalent in terms of content representation if IRT-based scoring is used.3 Half test MLE standard errors in Math and Reading were around 4.2 and 4.8, respectively.4 These intervals are not intended to correspond to the critical regions used to assess statistical significance under the AMC method. For example, classifying PD < -10 points as a large decline represents a less conservative criterion than the critical region used by Wise and Kingsbury (Citation2022).","PeriodicalId":51609,"journal":{"name":"Applied Measurement in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135634751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Promise of Assessments That Advance Social Justice: An Indigenous Example 促进社会公正的评估承诺：一个土著人的例子

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2023-06-08 DOI: 10.1080/08957347.2023.2222031

Pōhai Kūkea Shultz, Kerry S. Englert

引用次数: 0

The Standards Will Never Be Enough: A Racial Justice Extension 标准永远不够:种族正义的延伸

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2023-05-31 DOI: 10.1080/08957347.2023.2214656

Mya Poe, M. Oliveri, N. Elliot

引用次数: 1

Shifting Educational Measurement from an Agent of Systemic Racism to an Anti-Racist Endeavor 将教育测量从系统性种族主义的代理人转变为反种族主义的奋斗者

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2023-05-27 DOI: 10.1080/08957347.2023.2217555

Michaeline Russell

引用次数: 0

Enacting a Process for Developing Culturally Relevant Classroom Assessments 制定与文化相关的课堂评估程序

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2023-05-25 DOI: 10.1080/08957347.2023.2214652

Eowyn P. O’Dwyer, Jesse R. Sparks, Leslie Nabors Oláh

引用次数: 2

Applying a Culturally Responsive Pedagogical Framework to Design and Evaluate Classroom Performance-Based Assessments in Hawai‘i 应用文化响应性教学框架设计和评估夏威夷课堂绩效评估

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2023-05-20 DOI: 10.1080/08957347.2023.2214655

Carla M. Evans

{"title":"Applying a Culturally Responsive Pedagogical Framework to Design and Evaluate Classroom Performance-Based Assessments in Hawai‘i","authors":"Carla M. Evans","doi":"10.1080/08957347.2023.2214655","DOIUrl":"https://doi.org/10.1080/08957347.2023.2214655","url":null,"abstract":"ABSTRACT Previous writings focus on why centering assessment design around students’ cultural, social, and/or linguistic diversity is important and how performance-based assessment can support such aims. This article extends previous work by describing how a culturally responsive classroom assessment framework was created from a culturally responsive education (CRE) pedagogical framework. The goal of the framework was to guide the design and evaluation of curriculum-embedded, classroom performance assessments. Components discussed include: modification of evidence-centered design processes, teacher and/or student adaptation of construct irrelevant aspects of task prompts, addition of cultural meaningfulness questions to think alouds, and revision of task quality review protocols to promote CRE design features. Future research is needed to explore the limitations of the framework applied, and the extent to which students perceive the classroom summative assessments designed do indeed allow them to better show all they know and can do in ways related to their cultural, social, and/or linguistic identities.","PeriodicalId":51609,"journal":{"name":"Applied Measurement in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46027666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0