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Maria Bolsinova; Jesper Tijmstra; Leslie Rutkowski; David Rutkowski – Journal of Educational and Behavioral Statistics, 2024
Profile analysis is one of the main tools for studying whether differential item functioning can be related to specific features of test items. While relevant, profile analysis in its current form has two restrictions that limit its usefulness in practice: It assumes that all test items have equal discrimination parameters, and it does not test…
Descriptors: Test Items, Item Analysis, Generalizability Theory, Achievement Tests
Horst Bayrhuber; Volker Frederking – Journal of Curriculum Studies, 2024
Empirical research on teachers' professional knowledge is mostly conducted worldwide with reference to the construct 'pedagogical content knowledge' (PCK) introduced by Lee S. Shulman. In the 'Consensus Model' (CM) and the 'Refined Consensus Model' (RCM), PCK was further developed and differentiated. Nevertheless, neither PCK nor CM and RCM…
Descriptors: Pedagogical Content Knowledge, Heuristics, Models, Educational Theories
Carmen Köhler; Lale Khorramdel; Artur Pokropek; Johannes Hartig – Journal of Educational Measurement, 2024
For assessment scales applied to different groups (e.g., students from different states; patients in different countries), multigroup differential item functioning (MG-DIF) needs to be evaluated in order to ensure that respondents with the same trait level but from different groups have equal response probabilities on a particular item. The…
Descriptors: Measures (Individuals), Test Bias, Models, Item Response Theory
Robitzsch, Alexander; Lüdtke, Oliver – Large-scale Assessments in Education, 2023
One major aim of international large-scale assessments (ILSA) like PISA is to monitor changes in student performance over time. To accomplish this task, a set of common items (i.e., link items) is repeatedly administered in each assessment. Linking methods based on item response theory (IRT) models are used to align the results from the different…
Descriptors: Educational Trends, Trend Analysis, International Assessment, Achievement Tests
DeCarlo, Lawrence T. – Journal of Educational Measurement, 2021
In a signal detection theory (SDT) approach to multiple choice exams, examinees are viewed as choosing, for each item, the alternative that is perceived as being the most plausible, with perceived plausibility depending in part on whether or not an item is known. The SDT model is a process model and provides measures of item difficulty, item…
Descriptors: Perception, Bias, Theories, Test Items
Qiao, Xin; Jiao, Hong; He, Qiwei – Journal of Educational Measurement, 2023
Multiple group modeling is one of the methods to address the measurement noninvariance issue. Traditional studies on multiple group modeling have mainly focused on item responses. In computer-based assessments, joint modeling of response times and action counts with item responses helps estimate the latent speed and action levels in addition to…
Descriptors: Multivariate Analysis, Models, Item Response Theory, Statistical Distributions
Liu, Yimeng; Wang, Jian – International Journal of Science Education, 2022
The relationship between inquiry-based learning and science self-efficacy was analysed using data from 57 countries and economics participating in the 2015 Programme for International Student Assessment (PISA). This analysis generated a mediating--moderating model, which involved the mediating role of science interest and the moderating role of…
Descriptors: International Assessment, Achievement Tests, Foreign Countries, Secondary School Students
Qiao, Xin; Jiao, Hong – Journal of Educational Measurement, 2021
This study proposes explanatory cognitive diagnostic model (CDM) jointly incorporating responses and response times (RTs) with the inclusion of item covariates related to both item responses and RTs. The joint modeling of item responses and RTs intends to provide more information for cognitive diagnosis while item covariates can be used to predict…
Descriptors: Cognitive Measurement, Models, Reaction Time, Test Items
Fujimoto, Ken A. – Journal of Educational Measurement, 2020
Multilevel bifactor item response theory (IRT) models are commonly used to account for features of the data that are related to the sampling and measurement processes used to gather those data. These models conventionally make assumptions about the portions of the data structure that represent these features. Unfortunately, when data violate these…
Descriptors: Bayesian Statistics, Item Response Theory, Achievement Tests, Secondary School Students
Trendtel, Matthias; Robitzsch, Alexander – Journal of Educational and Behavioral Statistics, 2021
A multidimensional Bayesian item response model is proposed for modeling item position effects. The first dimension corresponds to the ability that is to be measured; the second dimension represents a factor that allows for individual differences in item position effects called persistence. This model allows for nonlinear item position effects on…
Descriptors: Bayesian Statistics, Item Response Theory, Test Items, Test Format
Zieger, Laura Raffaella; Jerrim, J.; Anders, J.; Shure, N. – Assessment in Education: Principles, Policy & Practice, 2022
The OECD's Programme for International Student Assessment (PISA) has become one of the key studies for evidence-based education policymaking across the globe. PISA has however received a lot of methodological criticism, including how the test scores are created. The aim of this paper is to investigate the so-called 'conditioning model', where…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
McIntosh, James – Scandinavian Journal of Educational Research, 2019
This article examines whether the way that PISA models item outcomes in mathematics affects the validity of its country rankings. As an alternative to PISA methodology a two-parameter model is applied to PISA mathematics item data from Canada and Finland for the year 2012. In the estimation procedure item difficulty and dispersion parameters are…
Descriptors: Foreign Countries, Achievement Tests, Secondary School Students, International Assessment
Deng, Zongyi – Teachers and Teaching: Theory and Practice, 2019
Employing Connelly and Xu's (this issue) conceptualisation of reciprocal learning, the article explores the potential for reciprocal learning about pedagogy provided by a body of PISA-inspired literature on high-performing education systems. I argue that the opportunities for reciprocal learning provided by that body of literature is rather…
Descriptors: Foreign Countries, Reciprocal Teaching, Teaching Methods, High Achievement
Yang, Ji Seung; Zheng, Xiaying – Journal of Educational and Behavioral Statistics, 2018
The purpose of this article is to introduce and review the capability and performance of the Stata item response theory (IRT) package that is available from Stata v.14, 2015. Using a simulated data set and a publicly available item response data set extracted from Programme of International Student Assessment, we review the IRT package from…
Descriptors: Item Response Theory, Item Analysis, Computer Software, Statistical Analysis
Ataç, Ela – Education and Urban Society, 2019
As it has been realized that education is a key to a long-term economic growth and to reducing social and economic disadvantages, educational inequality and its reflections in the geography have become some of the major issues in many countries. Turkey is in many ways a good example to analyze the relations between class, education, and regional…
Descriptors: Geographic Regions, Equal Education, Socioeconomic Background, Foreign Countries
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