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Direct linkLi, Ying; Jiao, Hong; Lissitz, Robert W. – Journal of Applied Testing Technology, 2012
This study investigated the application of multidimensional item response theory (IRT) models to validate test structure and dimensionality. Multiple content areas or domains within a single subject often exist in large-scale achievement tests. Such areas or domains may cause multidimensionality or local item dependence, which both violate the…
Descriptors: Achievement Tests, Science Tests, Item Response Theory, Measures (Individuals)
Download full textSchafer, William D.; Lissitz, Robert W.; Zhu, Xiaoshu; Zhang, Yuan; Hou, Xiaodong; Li, Ying – Practical Assessment, Research & Evaluation, 2012
Interest in Student Growth Modeling (SGM) and Value Added Modeling (VAM) arises from educators concerned with measuring the effectiveness of teaching and other school activities through changes in student performance as a companion and perhaps even an alternative to status. Several formal statistical models have been proposed for year-to-year…
Descriptors: Teacher Evaluation, Teacher Effectiveness, School Effectiveness, Academic Achievement
Peer reviewedSchoenfeldt, Lyle F.; Lissitz, Robert W. – American Educational Research Journal, 1974
(See also TM 501 087, TM 501 088, TM 501 090.)
Descriptors: Bayesian Statistics, Models, Multiple Regression Analysis, Prediction
Moderator Subgroups for the Estimation of Educational Performance: A Comparison of Prediction Models
Peer reviewedLissitz, Robert W.; Schoenfeldt, Lyle F. – American Educational Research Journal, 1974
The purpose of this study was to compare five predictor models, including two least-square procedures, two probability weighting (semi-Bayesian) methods, and a Bayesian model developed by Lindley. (See also TM 501 088, TM 501 089, and TM 501 090) (Author/NE)
Descriptors: Bayesian Statistics, College Freshmen, Models, Multiple Regression Analysis
