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Multilevel item analysis of a standa...

Monfils, Lora Frances.

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Multilevel item analysis of a standards-based assessment: Using item difficulty variation to study school effects.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Multilevel item analysis of a standards-based assessment: Using item difficulty variation to study school effects./
作者:	Monfils, Lora Frances.
面頁冊數:	198 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: B, page: 3217.
Contained By:	Dissertation Abstracts International65-06B.
標題:	Psychology, Psychometrics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134864
ISBN:	0496820893

Multilevel item analysis of a standards-based assessment: Using item difficulty variation to study school effects.
Monfils, Lora Frances.

Multilevel item analysis of a standards-based assessment: Using item difficulty variation to study school effects. - 198 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: B, page: 3217.

Thesis (Ph.D.)--Rutgers The State University of New Jersey - New Brunswick, 2004.

In this dissertation, several models for studying school variation in mathematics performance are proposed. The central innovation of this dissertation is that it estimates and analyzes such differences at the item rather than the overall score level, and further, will estimate relative item difficulty variances (between schools) that reflect value-added (or -subtracted) effects of school contexts. For this purpose, several multilevel models for item difficulty variation (IDV) and methods of residual analysis are developed that extend traditional two group methods of differential item functioning (DIF) to the analysis of school effects (Pituch, 1999; Raudenbush & Willms, 1995). By decomposing item scores into item, person, and educational context components, between-school differences in item difficulty are modeled as "natural variation" in school effectiveness (value-added) that can be used for curricular diagnosis and linked to education policy relevant school context and instructional variables. These tools for analysis are then applied to simulated data and to the New Jersey assessment results for the 2001 Elementary School Performance Assessment (ESPA) (Camilli & Monfils, 2003).

ISBN: 0496820893Subjects--Topical Terms:

1017742
Psychology, Psychometrics.

Multilevel item analysis of a standards-based assessment: Using item difficulty variation to study school effects.
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520 $a In this dissertation, several models for studying school variation in mathematics performance are proposed. The central innovation of this dissertation is that it estimates and analyzes such differences at the item rather than the overall score level, and further, will estimate relative item difficulty variances (between schools) that reflect value-added (or -subtracted) effects of school contexts. For this purpose, several multilevel models for item difficulty variation (IDV) and methods of residual analysis are developed that extend traditional two group methods of differential item functioning (DIF) to the analysis of school effects (Pituch, 1999; Raudenbush & Willms, 1995). By decomposing item scores into item, person, and educational context components, between-school differences in item difficulty are modeled as "natural variation" in school effectiveness (value-added) that can be used for curricular diagnosis and linked to education policy relevant school context and instructional variables. These tools for analysis are then applied to simulated data and to the New Jersey assessment results for the 2001 Elementary School Performance Assessment (ESPA) (Camilli & Monfils, 2003).
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