Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 3 |
Descriptor
Academic Achievement | 3 |
Statistical Distributions | 3 |
Equations (Mathematics) | 2 |
Models | 2 |
Scores | 2 |
Achievement Gains | 1 |
Bayesian Statistics | 1 |
Benchmarking | 1 |
Calculus | 1 |
College Mathematics | 1 |
Comparative Analysis | 1 |
More ▼ |
Source
Journal of Educational and… | 3 |
Author
Castellano, Katherine… | 1 |
Ho, Andrew Dean | 1 |
Karl, Andrew T. | 1 |
Lohr, Sharon L. | 1 |
Sinharay, Sandip | 1 |
Yang, Yan | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 2 |
Reports - Evaluative | 1 |
Education Level
Elementary Education | 1 |
Higher Education | 1 |
Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Castellano, Katherine Elizabeth; Ho, Andrew Dean – Journal of Educational and Behavioral Statistics, 2013
Regression methods can locate student test scores in a conditional distribution, given past scores. This article contrasts and clarifies two approaches to describing these locations in terms of readily interpretable percentile ranks or "conditional status percentile ranks." The first is Betebenner's quantile regression approach that results in…
Descriptors: Scores, Students, Academic Achievement, Least Squares Statistics
Sinharay, Sandip – Journal of Educational and Behavioral Statistics, 2015
Person-fit assessment may help the researcher to obtain additional information regarding the answering behavior of persons. Although several researchers examined person fit, there is a lack of research on person-fit assessment for mixed-format tests. In this article, the lz statistic and the ?2 statistic, both of which have been used for tests…
Descriptors: Test Format, Goodness of Fit, Item Response Theory, Bayesian Statistics
Karl, Andrew T.; Yang, Yan; Lohr, Sharon L. – Journal of Educational and Behavioral Statistics, 2013
Value-added models have been widely used to assess the contributions of individual teachers and schools to students' academic growth based on longitudinal student achievement outcomes. There is concern, however, that ignoring the presence of missing values, which are common in longitudinal studies, can bias teachers' value-added scores.…
Descriptors: Evaluation Methods, Teacher Effectiveness, Academic Achievement, Achievement Gains