An Angoff standard setting study generally yields judgments on a number of items by a number of judges (who may or may not be nested in panels). Variability associated with judges (and possibly panels) contributes error to the resulting cut score. The variability associated with items plays a more complicated role. To the extent that the mean item…

In this paper, the probability content in senior secondary mathematics Victorian curriculum between 1978 and 2016 was classified and compared, by content, context, procedural complexity, the SOLO thinking frameworks and use of technology. While probability continues to form an important and increasing component of the curriculum, it has moved from…

Three types of effects sizes for DIF are described in this exposition: log of the odds-ratio (differences in log-odds), differences in probability-correct, and proportion of variance accounted for. Using these indices involves conceptualizing the degree of DIF in different ways. This integrative review discusses how these measures are impacted in…

In addition to qualitative methods presented in chaos and complexity theories in educational research, this article addresses quantitative methods that may show potential for future research studies. Although much in the social and behavioral sciences literature has focused on computer simulations, this article explores current chaos and…

We validate an eye-tracking method applicable for studying memory processes in complex cognitive tasks. The method is tested with a task on probabilistic inferences from memory. It provides valuable data on the time course of processing, thus clarifying previous results on heuristic probabilistic inference. Participants learned cue values of…

Computerized classification testing (CCT) is an approach to designing tests with intelligent algorithms, similar to adaptive testing, but specifically designed for the purpose of classifying examinees into categories such as "pass" and "fail." Like adaptive testing for point estimation of ability, the key component is the…

The present study investigated the extent to which the impact of motor difficulty on the acquisition of a computer task varies as a function of age. Fourteen young and 14 older participants performed 352 sequences of 10 serial pointing movements with a wireless pen on a digitiser tablet. A conditional probabilistic structure governed the…

This study examines the effects of explicit instruction and exposure only on ESL students' ability to recognize, use and recall phrasal verbs. Subjects included 55 intermediate-level ESL students in reading classes at an intensive English program. Thirty-seven idiomatic phrasal verbs were divided into two lists. In a repeated measures design, one…

The current study investigated the effects of different external representational formats on learning combinatorics and probability theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three conditions each using a single external representational format (Diagram, Arithmetic, or Text), and…

Numerous studies have compared the Angoff standard-setting procedure to other standard-setting methods, but relatively few studies have evaluated the procedure based on internal criteria. This study uses a generalizability theory framework to evaluate the stability of the estimated cut score. To provide a measure of internal consistency, this…

Computerized adaptive tests (CATs) are individualized tests that, from a measurement point of view, are optimal for each individual, possibly under some practical conditions. In the present study, it is shown that maximum information item selection in CATs using an item bank that is calibrated with the one- or the two-parameter logistic model…

Item response theory (IRT) is based on the assumption that a direct relationship exists between an examinee's total performance on a set of items and the difficulty of each item on the test. The Rasch model represents this relationship mathematically on an equal interval scale. This paper argues that IRT, under the required conditions, provides…

Used mathematics achievement data from the 1992 National Assessment of Educational Progress, the Third International Mathematics and Science Study, and the National Education Longitudinal Study of 1988 to examine the sex difference by item difficulty interaction. The predicted negative correlation was found for all eight populations and was…

To assess item dimensionality, the following two approaches are described and compared: hierarchical generalized linear model (HGLM) and multidimensional item response theory (MIRT) model. Two generating models are used to simulate dichotomous responses to a 17-item test: the unidimensional and compensatory two-dimensional (C2D) models. For C2D…

Previous work on the effects of dimensionality on parameter estimation was extended from dichotomous models to the polytomous graded response (GR) model. A multidimensional GR model was developed to generate data in one-, two-, and three-dimensions, with two- and three-dimensional conditions varying in their interdimensional associations. Test…