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A framework for psychometric analysi...

Hart, Raymond C., Jr.

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A framework for psychometric analysis of student performance across time: An illustration with National Educational Longitudinal Study data.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A framework for psychometric analysis of student performance across time: An illustration with National Educational Longitudinal Study data./
作者:	Hart, Raymond C., Jr.
面頁冊數:	136 p.
附註:	Advisers: Dimiter Dimitrov; Shawn Fitzgerald.
Contained By:	Dissertation Abstracts International68-05A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3263529
ISBN:	9780549022428

A framework for psychometric analysis of student performance across time: An illustration with National Educational Longitudinal Study data.
Hart, Raymond C., Jr.

A framework for psychometric analysis of student performance across time: An illustration with National Educational Longitudinal Study data. - 136 p.

Advisers: Dimiter Dimitrov; Shawn Fitzgerald.

Thesis (Ph.D.)--Kent State University, 2007.

High stakes testing, assessment, and accountability in public schools has become one of the most important topics in educational policy in recent years. A challenging task in this direction remains the bridging of more sophisticated analyses in the framework of item response theory and interpretation and decision making within classical test theory.

ISBN: 9780549022428Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

A framework for psychometric analysis of student performance across time: An illustration with National Educational Longitudinal Study data.
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245 1 2 $a A framework for psychometric analysis of student performance across time: An illustration with National Educational Longitudinal Study data.
300 $a 136 p.
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500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1900.
502 $a Thesis (Ph.D.)--Kent State University, 2007.
520 $a High stakes testing, assessment, and accountability in public schools has become one of the most important topics in educational policy in recent years. A challenging task in this direction remains the bridging of more sophisticated analyses in the framework of item response theory and interpretation and decision making within classical test theory.
520 $a The purpose of this study was to provide a comparison of various test forms and student performance across years. This dissertation (a) illustrates the practical application of a method that uses item parameter estimates to provide test information prior to administration, (b) compares different test forms across years, (c) compares the dependability index for criterion-referenced interpretations (e.g., mastery tests) across test forms, and (d) compares changes of student performance by ability level over time.
520 $a This study provides a framework that permits test developers to understand population performance on standardized tests prior to test administration. Teachers and local practitioners can use this research to compare student performance and growth across time and subgroups of students.
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