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Yamaguchi, Kazuhiro; Zhang, Jihong – Journal of Educational Measurement, 2023
This study proposed Gibbs sampling algorithms for variable selection in a latent regression model under a unidimensional two-parameter logistic item response theory model. Three types of shrinkage priors were employed to obtain shrinkage estimates: double-exponential (i.e., Laplace), horseshoe, and horseshoe+ priors. These shrinkage priors were…
Descriptors: Algorithms, Simulation, Mathematics Achievement, Bayesian Statistics
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Sachse, Karoline A.; Roppelt, Alexander; Haag, Nicole – Journal of Educational Measurement, 2016
Trend estimation in international comparative large-scale assessments relies on measurement invariance between countries. However, cross-national differential item functioning (DIF) has been repeatedly documented. We ran a simulation study using national item parameters, which required trends to be computed separately for each country, to compare…
Descriptors: Comparative Analysis, Measurement, Test Bias, Simulation
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Ding, Cody S.; Davison, Mark L.; Petersen, Anne C. – Journal of Educational Measurement, 2005
Latent growth curve modeling provides a powerful and flexible tool for researchers to study individual differences in change as well as the correlates and predictors of change. Recent developments in estimation and hypothesis testing procedures are largely based on confirmatory structural equation approaches. In this article, an alternative…
Descriptors: Pattern Recognition, Multidimensional Scaling, Hypothesis Testing, Individual Differences
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Mullis, Ina V. S. – Journal of Educational Measurement, 1992
An overview is given of the consensus process for development of the frameworks underlying the National Assessment of Educational Progress (NAEP) assessments, with emphasis on those for the 1990 and 1992 mathematics assessments, the 1992 reading assessment, and the 1994 science assessments. Innovative techniques for 1992 are described. (SLD)
Descriptors: Academic Standards, Content Validity, Educational Assessment, Elementary Secondary Education
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Bolger, Niall; Kellaghan, Thomas – Journal of Educational Measurement, 1990
Gender differences in scholastic achievement as a function of measurement method were examined by comparing performance of 739 15-year-old boys and 758 15-year-old girls in Irish high schools on multiple-choice and free-response tests of mathematics, Irish, and English achievement. Method-based gender differences are discussed. (SLD)
Descriptors: Academic Achievement, Adolescents, Comparative Testing, English