Realizing a Rasch measurement through instructionally- sequenced domains of test items.

2016 Joint IMEKO TC1-TC7-TC13 Symposium: Metrology Across the Sciences: Wishful Thinking?

Schulz, E Matthew^1

561 Junipero Ave, Pacific Grove

CA

93950, United States^1

关键词: Educational measurement;    Guttman scaling;    Level of abstraction;    Measurement scale;    Measurement system;    Response data;    Stochastic nature;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/772/1/012061/pdf
DOI  :  10.1088/1742-6596/772/1/012061

来源: IOP

【 摘 要 】

This paper presents results from a project in which instructionally-sequenced domains were defined for purposes of constructing measures that that conform to an ideal in Guttman scaling and Rasch measurement. A fundamental idea in these measurement systems is that every person higher on the measurement scale can do everything that lower-level persons can do, plus at least one more thing. This idea has had limited application in educational measurement due to the stochastic nature of item response data and the sheer number of items needed to obtain reliable measures. However, it has been shown by Schulz, Lee, and Mullen [1] that this ideal can be can be realized at a higher level of abstraction - when items within a content strand are aggregated into a small number of domains that are ordered in instructional timing and difficulty. The present paper shows how this was done, and the results, in an achievement level setting project for the 2007 Grade 12 NAEP Economics Assessment.