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On the Cross-Country Comparability of Indicators of Socioeconomic Resources in PISA
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Pokropek, Artur; Borgonovi, Francesca; McCormick, Carina – Applied Measurement in Education, 2017
Large-scale international assessments rely on indicators of the resources that students report having in their homes to capture the financial capital of their families. The scaling methodology currently used to develop the Programme for International Student Assessment (PISA) background indices is designed to maximize within-country comparability…
Descriptors: Foreign Countries, Achievement Tests, Secondary School Students, International Assessment
Device Comparability of Tablets and Computers for Assessment Purposes
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Davis, Laurie Laughlin; Kong, Xiaojing; McBride, Yuanyuan; Morrison, Kristin M. – Applied Measurement in Education, 2017
The definition of what it means to take a test online continues to evolve with the inclusion of a broader range of item types and a wide array of devices used by students to access test content. To assure the validity and reliability of test scores for all students, device comparability research should be conducted to evaluate the impact of…
Descriptors: Educational Technology, Technology Uses in Education, High School Students, Tests
Comparison of Factor Simplicity Indices for Dichotomous Data: DETECT R, Bentler's Simplicity Index, and the Loading Simplicity Index
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Finch, Holmes; Stage, Alan Kirk; Monahan, Patrick – Applied Measurement in Education, 2008
A primary assumption underlying several of the common methods for modeling item response data is unidimensionality, that is, test items tap into only one latent trait. This assumption can be assessed several ways, using nonlinear factor analysis and DETECT, a method based on the item conditional covariances. When multidimensionality is identified,…
Descriptors: Test Items, Factor Analysis, Item Response Theory, Comparative Analysis
Cluster Analysis of Angular Data in Applications of Multidimensional Item-Response Theory.
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Miller, Timothy R.; Hirsch, Thomas M. – Applied Measurement in Education, 1992
A procedure for interpreting multiple-discrimination indices from a multidimensional item-response theory analysis is described and demonstrated with responses of 1,635 high school students to a multiple-choice test. The procedure consists of converting discrimination parameter estimates to direction cosines and analyzing the angular distances…
Descriptors: Ability, Cluster Analysis, Comparative Analysis, Estimation (Mathematics)