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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 39 1 Ancillary Data for Refining Computer Adaptive Algorithms for the Assessment of Anomia Tudorache, Emily Kathryn In: Dissertations and Theses (2021) BASE Show details 2 Validation of the short version of the dimensional inventory for child development assessment José de Mendonc¸a Filho, Euclides; Aparecida da Silva, Mônia; A. Koziol, Natalie... In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2021) BASE Show details 3 Modeling statistics ITAs’ speaking performances in a certification test Zhou, Ziwei In: Graduate Theses and Dissertations (2020) BASE Show details 4 What do We Know about Context: An Integrated Analysis of Context Characteristics of Science Assessment Items Dong, Dongsheng. - 2020 Abstract: Thesis (Ph.D.)--University of Washington, 2020 ; Prior studies have widely documented the impact of characteristics of contextualized items on students’ test performance. However, the role of individual context characteristics on assessment results is not fully understood. The purpose of this dissertation is twofold. The primary goal is to provide a holistic view on the influence of contextualized items on science assessment results by investigating the effects of six item characteristics in three studies. The second goal is to explore different methodological approaches to understanding effects of item characteristics and advance the psychometric analysis of contextualized items. To this end, three methodological approaches are used: item response theory, cognitive diagnostic modeling, and machine learning. Specifically, the first study addresses a common myth about contextualized items—richer contexts are always better—by experimenting how physics items with increasing levels of richness impact students’ performance. The richness of item contexts was operationalized by level of context abstractness and inclusion of illustrations. The Rasch model in combination with a hierarchical generalized linear model offers a comprehensive interpretation of the influence of context richness, such as the negative relationship between using contextualized-illustrated items and students’ performance. The second study applies cognitive diagnostic models (CDM) to examine the role of context familiarity on students’ mastery pattern of required physics concepts and two item parameters estimated from CDM. Results show familiarity with item context may impact students’ mastery of certain physics concepts and was negatively related to the guessing parameter estimated from CDM. The third study explores the effects of three item characteristics on item difficulty based on NAEP released science items and illustrates the benefits of using cross-validation for model comparison and feature selection. The three item characteristics are cognitive demands due to the assessed topics and science practices, item format (e.g., multiple choice), and linguistic complexity (e.g., average age-of-acquisition for all words in an item). Results confirm the significant influence of item format and cognitive demands on item difficulty. Experiments were conducted to explore potential reasons why linguistic complexity was not uniquely predictive of item difficulty. Practical implications on test development are provided to serve the larger research community. Keyword: Cognitive Diagnostic Modeling; Contextualized Items; Education - Seattle; Educational tests & measurements; Item Characteristics; Item Response Theory; Machine Learning; Science Assessment; Science education URL: http://hdl.handle.net/1773/45482 BASE Hide details 5 Deficit or Difference? Assessing Narrative Comprehension in Autistic and Typically Developing Individuals: Comic vs. Text Blum, Alexander Mario. - : eScholarship, University of California, 2019 BASE Show details 6 What Makes Reading Difficult? An Investigation of the Contribution of Passage, Task, and Reader Characteristics on Item Difficulty, Using Explanatory Item Response Models Toyama, Yukie. - : eScholarship, University of California, 2019 BASE Show details 7 An Item Response Theory analysis of the Verb Subordinates Test ... Akoyunoglou Blackwell, Aleka; Flipse, Jennifer. - : Selected papers on theoretical and applied linguistics, 2019 BASE Show details 8 S8-II - Situational Eight-II - deutsche Fassung ... : Big Eight DIAMONDS; The Situational Big Eight DIAMONDS ... Rauthmann, J. F.; Sherman, R. A.. - : ZPID (Leibniz Institute for Psychology Information) – Testarchiv, 2018 BASE Show details 9 Emerging Language Comprehension in Toddlers with Significant Developmental Delays Fisher, Evelyn In: Psychology Dissertations (2018) BASE Show details 10 Using reversed items in Likert scales: A questionable practice ; El uso de ítems inversos en las escalas tipo Likert: una práctica cuestionable Suárez-Alvarez, Javier; Pedrosa, Ignacio; Lozano Fernández, Luis Manuel. - : Colegio Oficial de Psicólogos del Principado de Asturias, 2018 BASE Show details 11 Differential item functioning of the patient-reported outcomes information system (PROMIS®) pain interference item bank by language (Spanish versus English). Paz, Sylvia H; Spritzer, Karen L; Reise, Steven P... In: Quality of life research : an international journal of quality of life aspects of treatment, care and rehabilitation, vol 26, iss 6 (2017) BASE Show details 12 Absolute and relative measures of instructional sensitivity ... Naumann, Alexander; Hartig, Johannes; Hochweber, Jan. - : Sage, 2017 BASE Show details 13 Absolute and relative measures of instructional sensitivity Naumann, Alexander; Hartig, Johannes; Hochweber, Jan In: Journal of educational and behavioral statistics 42 (2017) 6, S. 678-705 (2017) BASE Show details 14 A computer-adaptive test of productive and contextualized academic vocabulary breadth in English (CAT-PAV): Development and validation Dias De Oliveira Santos, Victor In: Graduate Theses and Dissertations (2017) BASE Show details 15 NEPS technical report for science: Scaling results of starting cohort 3 in 6th grade Funke, Linda; Kähler, Jana; Hahn, Inga. - : Leibniz Institute for Educational Trajectories, 2016. : Bamberg, 2016. : pedocs-Dokumentenserver/DIPF, 2016 In: Bamberg : Leibniz Institute for Educational Trajectories 2016, 28 S. - (NEPS Survey Paper; 5) (2016) BASE Show details 16 NEPS technical report for science: Scaling results of starting cohort 4 in 11th grade Hahn, Inga; Kähler, Jana. - : Leibniz Institute for Educational Trajectories, National Educational Panel Study, 2016. : Bamberg, 2016. : pedocs-Dokumentenserver/DIPF, 2016 In: Bamberg : Leibniz Institute for Educational Trajectories, National Educational Panel Study 2016, 27 S. - (NEPS Survey Paper; 6) (2016) BASE Show details 17 Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache. Validierung des GSL-Testinstruments Rosenbrock, Sonja; Carlson, Sonja A.; Ehmke, Timo... In: Blömeke, Sigrid [Hrsg.]; Zlatkin-Troitschanskaia, Olga [Hrsg.]: Kompetenzen von Studierenden. Weinheim u.a. : Beltz Juventa 2015, S. 32-54. - (Zeitschrift für Pädagogik, Beiheft; 61) (2015) BASE Show details 18 Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache. Validierung des GSL-Testinstruments ... Hammer, Svenja; Carlson, Sonja A.; Ehmke, Timo. - : Beltz Juventa, 2015 BASE Show details 19 漢族與原住民學童自我概念之比較及其試題差異分析之探究 ; Examining Differential Item Functioning of the Self-Description Questionnaire I across the Indigenous and Han children 吳筱婷; WU, HSIAO-TING. - 2014 BASE Show details 20 Evaluation of adding item-response theory analysis for evaluation of the European Board of Ophthalmology Diploma examination Mathysen, Danny G. P.; Aclimandos, Wagih; Roelant, Ella... In: ISSN: 1755-3768 ; Acta Ophtalmologica ; https://hal.archives-ouvertes.fr/hal-01184831 ; Acta Ophtalmologica, Wiley online, 2013, 91 (7), pp.e573-e577. ⟨10.1111/aos.12135⟩ (2013) BASE Show details Page: 1 2

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