UID:
almahu_9949301320902882
Format:
1 online resource (717 pages)
ISBN:
9783319586892
Series Statement:
Methodology of Educational Measurement and Assessment Ser.
Note:
Intro -- Foreword -- Preface -- References -- Contents -- About the Editors -- Chapter 1: What Does It Mean to Be a Nonprofit Educational Measurement Organization in the Twenty-First Century? -- 1.1 What Is an Educational Nonprofit? -- 1.2 Where Did ETS Come From? -- 1.3 What Does the Past Imply for the Future? -- 1.4 Summary -- References -- Part I: ETS Contributions to Developing Analytic Tools for Educational Measurement -- Chapter 2: A Review of Developments and Applications in Item Analysis -- 2.1 Item Analysis Indices -- 2.1.1 Item Difficulty Indices -- 2.1.2 Item Discrimination Indices -- 2.2 Item and Test Score Relationships -- 2.2.1 Relating Item Indices to Test Score Characteristics -- 2.2.2 Conditional Average Item Scores -- 2.3 Visual Displays of Item Analysis Results -- 2.4 Roles of Item Analysis in Psychometric Contexts -- 2.4.1 Differential Item Functioning, Item Response Theory, and Conditions of Administration -- 2.4.2 Subgroup Comparisons in Differential Item Functioning -- 2.4.3 Comparisons and Uses of Item Analysis and Item Response Theory -- 2.4.3.1 Similarities of Item Response Theory and Item Analysis -- 2.4.3.2 Comparisons and Contrasts in Assumptions of Invariance -- 2.4.3.3 Uses of Item Analysis Fit Evaluations of Item Response Theory Models -- 2.4.4 Item Context and Order Effects -- 2.4.5 Analyses of Alternate Item Types and Scores -- References -- Chapter 3: Psychometric Contributions: Focus on Test Scores -- 3.1 Test Scores as Measurements -- 3.1.1 Foundational Developments for the Use of Test Scores as Measurements, Pre-ETS -- 3.1.2 Overview of ETS Contributions -- 3.1.3 ETS Contributions About -- 3.1.4 Intervals for True Score Inference -- 3.1.5 Studying Test Score Measurement Properties With Respect to Multiple Test Forms and Measures -- 3.1.5.1 Alternative Classical Test Theory Models.
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3.1.5.2 Reliability Estimation -- 3.1.5.3 Factor Analysis -- 3.1.6 Applications to Psychometric Test Assembly and Interpretation -- 3.2 Test Scores as Predictors in Correlational and Regression Relationships -- 3.2.1 Foundational Developments for the Use of Test Scores as Predictors, Pre-ETS -- 3.2.2 ETS Contributions to the Methodology of Correlations and Regressions and Their Application to the Study of Test Scores as Predictors -- 3.2.2.1 Relationships of Tests in a Population's Subsamples With Partially Missing Data -- 3.2.2.2 Using Test Scores to Adjust Groups for Preexisting Differences -- 3.2.2.3 Detecting Group Differences in Test and Criterion Regressions -- 3.2.2.4 Using Test Correlations and Regressions as Bases for Test Construction -- 3.3 Integrating Developments About Test Scores as Measurements and Test Scores as Predictors -- 3.4 Discussion -- References -- Chapter 4: Contributions to Score Linking Theory and Practice -- 4.1 Why Score Linking Is Important -- 4.2 Conceptual Frameworks for Score Linking -- 4.2.1 Score Linking Frameworks -- 4.2.2 Equating Frameworks -- 4.3 Data Collection Designs and Data Preparation -- 4.3.1 Data Collection -- 4.3.2 Data Preparation Activities -- 4.3.2.1 Sample Selection -- 4.3.2.2 Weighted Samples -- 4.3.2.3 Smoothing -- 4.3.2.4 Small Samples and Smoothing -- 4.4 Score Equating and Score Linking Procedures -- 4.4.1 Early Equating Procedures -- 4.4.2 True-Score Linking -- 4.4.3 Kernel Equating and Linking With Continuous Exponential Families -- 4.4.4 Preequating -- 4.4.5 Small-Sample Procedures -- 4.5 Evaluating Equatings -- 4.5.1 Sampling Stability of Linking Functions -- 4.5.1.1 The Standard Error of Equating -- 4.5.1.2 The Standard Error of Equating Difference Between Two Linking Functions -- 4.5.2 Measures of the Subpopulation Sensitivity of Score Linking Functions.
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4.5.3 Consistency of Scale Score Meaning -- 4.6 Comparative Studies -- 4.6.1 Different Data Collection Designs and Different Methods -- 4.6.2 The Role of the Anchor -- 4.6.3 Matched-Sample Equating -- 4.6.4 Item Response Theory True-Score Linking -- 4.6.5 Item Response Theory Preequating Research -- 4.6.6 Equating Tests With Constructed-Response Items -- 4.6.7 Subscores -- 4.6.8 Multidimensionality and Equating -- 4.6.9 A Caveat on Comparative Studies -- 4.7 The Ebb and Flow of Equating Research at ETS -- 4.7.1 Prior to 1970 -- 4.7.2 The Year 1970 to the Mid-1980s -- 4.7.3 The Mid-1980s to 2000 -- 4.7.4 The Years 2002-2015 -- 4.8 Books and Chapters -- 4.9 Concluding Comment -- References -- Chapter 5: Item Response Theory -- 5.1 Some Early Work Leading up to IRT (1940s and 1950s) -- 5.2 More Complete Development of IRT (1960s and 1970s) -- 5.3 Broadening the Research and Application of IRT (the 1980s) -- 5.3.1 Further Developments and Evaluation of IRT Models -- 5.3.2 IRT Software Development and Evaluation -- 5.3.3 Explanation, Evaluation, and Application of IRT Models -- 5.4 Advanced Item Response Modeling: The 1990s -- 5.4.1 IRT Software Development and Evaluation -- 5.4.2 Explanation, Evaluation, and Application of IRT Models -- 5.5 IRT Contributions in the Twenty-First Century -- 5.5.1 Advances in the Development of Explanatory and Multidimensional IRT Models -- 5.6 IRT Software Development and Evaluation -- 5.6.1 Explanation, Evaluation, and Application of IRT Models -- 5.6.2 The Signs of (IRT) Things to Come -- 5.7 Conclusion -- References -- Chapter 6: Research on Statistics -- 6.1 Linear Models -- 6.1.1 Computation -- 6.1.2 Inference -- 6.1.3 Prediction -- 6.1.4 Latent Regression -- 6.2 Bayesian Methods -- 6.2.1 Bayes for Classical Models -- 6.2.2 Later Bayes -- 6.2.3 Empirical Bayes -- 6.3 Causal Inference -- 6.4 Missing Data.
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6.5 Complex Samples -- 6.6 Data Displays -- 6.7 Conclusion -- References -- Chapter 7: Contributions to the Quantitative Assessment of Item, Test, and Score Fairness -- 7.1 Fair Prediction of a Criterion -- 7.2 Differential Item Functioning (DIF) -- 7.2.1 Differential Item Functioning (DIF) Methods -- 7.2.1.1 Early Developments: The Years Before Differential Item Functioning (DIF) Was Defined at ETS -- 7.2.1.2 Mantel-Haenszel (MH): Original Implementation at ETS -- 7.2.1.3 Subsequent Developments With the Mantel-Haenszel (MH) Approach -- 7.2.1.4 Standardization (STAND) -- Standardization's (STAND's) Definition of Differential Item Functioning (DIF) -- Standardization's (STAND's) Primary Differential Item Functioning (DIF) Index -- Extensions to Standardization (STAND) -- 7.2.1.5 Item Response Theory (IRT) -- 7.2.1.6 SIBTEST -- 7.2.2 Matching Variable Issues -- 7.2.3 Study Group Definition -- 7.2.4 Sample Size and Power Issues -- 7.3 Fair Linking of Test Scores -- 7.4 Limitations of Quantitative Fairness Assessment Procedures -- References -- Part II: ETS Contributions to Education Policy and Evaluation -- Chapter 8: Large-Scale Group-Score Assessment -- 8.1 Organization of This Chapter -- 8.2 Overview of Technological Contributions -- 8.2.1 Early Group Assessments -- 8.2.2 NAEP's Conception -- 8.2.3 Educational Opportunities Survey (EOS) -- 8.2.4 NAEP'S Early Assessments -- 8.2.5 Longitudinal Studies -- 8.2.6 Scholastic Aptitude Test (SAT) Score Decline -- 8.2.7 Calls for Change -- 8.2.7.1 The Wall Charts -- 8.2.8 NAEP's New Design -- 8.2.9 NAEP's Technical Dissemination -- 8.2.10 National Assessment Governing Board -- 8.2.11 NAEP's International Effects -- 8.2.12 Other ETS Technical Contributions -- 8.3 ETS and Large-Scale Assessment -- 8.3.1 Early Group Assessments -- 8.3.1.1 Project Talent -- 8.3.1.2 First International Mathematics Study (FIMS).
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8.3.2 NAEP's Conception -- 8.3.3 Educational Opportunities Survey -- 8.3.4 NAEP's Early Assessments -- 8.3.5 Longitudinal Studies -- 8.3.6 SAT Score Decline -- 8.3.6.1 Improvisation of Linking Methods -- 8.3.6.2 Partitioning Analysis -- 8.3.7 Call for Change -- 8.3.8 NAEP's New Design -- 8.3.9 NAEP's Technical Dissemination -- 8.3.9.1 Documentation of NAEP Procedures and Results -- 8.3.9.2 NAEP's Secondary-Use Data and Web Tools -- 8.3.10 National Assessment Governing Board -- 8.3.10.1 Comparability of State and National Estimate -- 8.3.10.2 Full Population Estimation -- 8.3.11 Mapping State Standards Onto NAEP -- 8.3.11.1 Testing Model Fit -- 8.3.11.2 Aspirational Performance Standards -- 8.3.12 Other ETS Contributions -- 8.3.12.1 Rater Reliability in NAEP -- 8.3.12.2 Computer-Based Assessment in NAEP -- 8.3.12.3 International Effects -- 8.3.12.4 ETS Contributions to International Assessments -- 8.3.13 NAEP ETS Contributions -- 8.3.13.1 The FORTRAN IV Statistical System (F4STAT) -- 8.3.13.2 Fitting Robust Regressions Using Power Series -- 8.3.13.3 Computational Error in Regression Analysis -- 8.3.13.4 Interpreting Least Squares -- 8.3.14 Impact on Policy-Publications Based on Large-Scale Assessment Findings -- Appendix: NAEP Estimation Procedures -- The Early NAEP Estimation Process -- Scaling -- Conditioning -- Variance Estimation -- Sampling Error -- Measurement Error -- Alternative Psychometric Approaches -- Possible Future Innovations -- Random Effects Model -- Adaptive Numerical Quadrature -- Using Hierarchical Models -- References -- Chapter 9: Large-Scale Assessments of Adult Literacy -- 9.1 Expanding the Construct of Literacy -- 9.2 Developing a Model for Building Construct-Based Assessments -- 9.3 Expanding and Implementing Large-Scale Assessment Methodology.
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9.3.1 Models Allowing the Derivation of Comparable Measures and Comparisons Across Literacy Assessments.
Additional Edition:
Print version: Bennett, Randy E. Advancing Human Assessment Cham : Springer International Publishing AG,c2017 ISBN 9783319586878
Language:
English
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