Outlines essential points to learn in psychometrics, listing "basics" and essential concepts in measurement and statistics, and showing the importance of the Rasch model. (SLD)

Discusses the measurement of reading skill from the 1970s through the 1980s and 1990s. (SLD)

This class handout lists the three "Cs" that must be measured: (1) construct; (2) conversation; and (3) comprehension. Some suggestions are given for measuring each of these aspects of a subject. (SLD)

Uses the analogy of squeezing two glasses of orange juice from 4 pounds of oranges, no matter how many oranges constitute 4 pounds, to illustrate the distinction between art and science, as between counting right answers and constructing measures. (SLD)

Discusses the use of "Lexile" units as measures of reading ability. (SLD)

Presents an overview of Rasch measurement models that begins with a conceptualization of continuous experiences often captured as discrete observations. Discusses the mathematical properties of the Rasch family of models that allow the transformation of discrete deterministic counts into continuous probabilistic abstractions. Also discusses six of…

Discusses the use of "Lexile" units in test construction. (SLD)

Comments on measurement aspects are presented in discussions of (1) methodology and morality (W. P. Fisher); (2) Rasch measurement (E. Choi); (3) novel wisdom of the Rasch approach (W. P. Fisher); (4) development of construct definition and calibration (A. J. Stenner and I. Horabin); and (5) origin of dimensions (B. D. Wright). (SLD)

Rasch measurement is preferable to factor analysis for reducing complex data matrices to unidimensional variables because factor analysis can mistake ordinally labeled stochastic observations for linear measures, and it does not construct linear measurement. Guidelines and instructions on how to use Rasch measurement to replace factor analysis are…

Presents a chart of basic research methods, including: (1) five psychological data construction procedures; (2) four research design principles; (3) three measurement requirements; and (4) three statistical requirements. (SLD)

This handbook explains how to do Rasch measurement. The emphasis is on practice, but theoretical explanations are also provided. The Forward contains an introduction to the topic of Rasch measurement. Chapters 2, 4, 5, and 7 use a small problem to illustrate the application of Rasch measurement in detail, and methodological issues are considered…

This document discusses the measurement of reading ability and the readability of books by application of the Lexile framework. It begins by stating the importance of uniform measures. It then discusses the history of reading ability testing, based on the assumption that no researcher has been able to measure more than one kind of reading ability.…

Data from 45 studies involving 9,149 people were used to develop a short form of the Spanish version of the Nottingham Health Profile through Rasch analysis. Results confirmed the validity of using the developed 22-item short form to measure different groups of people categorized by gender, clinical, and health status. (SLD)

The Mantel-Haenszel (MH) procedure attempts to identify and quantify differential item performance (item bias). This paper summarizes the MH statistics, and identifies the parameters they estimate. An equivalent procedure based on the Rasch model is described. The theoretical properties of the two approaches are compared and shown to require the…

In three lectures, Benjamin D. Wright of the University of Chicago introduces the Rasch model and its basic concepts. The first lecture, March 30, 1994 discusses the model created by Georg Rasch, a Danish mathematician, which Dr. Wright initially saw as merely a way to make raw scores into measures. Eventually, the model developed into a…