LEADER 04519nam 22006615 450 001 9910158844503321 005 20250504232433.0 010 $a981-10-3302-1 024 7 $a10.1007/978-981-10-3302-5 035 $a(CKB)3710000001007867 035 $a(MiAaPQ)EBC4774767 035 $a(DE-He213)978-981-10-3302-5 035 $a(PPN)198339046 035 $a(EXLCZ)993710000001007867 100 $a20170102d2016 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aEducational Measurement for Applied Researchers $eTheory into Practice /$fby Margaret Wu, Hak Ping Tam, Tsung-Hau Jen 205 $a1st ed. 2016. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2016. 215 $a1 online resource (312 pages) $cillustrations 311 08$a981-10-3300-5 320 $aIncludes bibliographical references at the end of each chapters. 327 $aWhat Is Measurement -- Construct, Framework and Test Development - from IRT Perspectives. - Test Design -- Test Administration and Data Preparation -- Classical Test Theory -- An Ideal Measurement -- Rasch Model (The Dichotomous Case) -- Residual-based Fit Statistics -- Partial Credit Model -- Two-parameter IRT Models,- Differential Item Function -- Equating -- Facets Models -- Bayesian IRT Models (MML estimation) -- Multidimensional IRT models. 330 $aThis book is a valuable read for a diverse group of researchers and practitioners who analyze assessment data and construct test instruments. It focuses on the use of classical test theory (CTT) and item response theory (IRT), which are often required in the fields of psychology (e.g. for measuring psychological traits), health (e.g. for measuring the severity of disorders), and education (e.g. for measuring student performance), and makes these analytical tools accessible to a broader audience. Having taught assessment subjects to students from diverse backgrounds for a number of years, the three authors have a wealth of experience in presenting educational measurement topics, in-depth concepts and applications in an accessible format. As such, the book addresses the needs of readers who use CTT and IRT in their work but do not necessarily have an extensive mathematical background. The book also sheds light on common misconceptions in applying measurement models, and presents an integrated approach to different measurement methods, such as contrasting CTT with IRT and multidimensional IRT models with unidimensional IRT models. Wherever possible, comparisons between models are explicitly made. In addition, the book discusses concepts for test equating and differential item functioning, as well as Bayesian IRT models and plausible values using simple examples. This book can serve as a textbook for introductory courses on educational measurement, as supplementary reading for advanced courses, or as a valuable reference guide for researchers interested in analyzing student assessment data. 606 $aStatistics 606 $aSocial sciences$xStatistical methods 606 $aEducational tests and measurements 606 $aMathematics 606 $aSocial sciences 606 $aComputer software 606 $aStatistical Theory and Methods 606 $aStatistics in Social Sciences, Humanities, Law, Education, Behavorial Sciences, Public Policy 606 $aAssessment and Testing 606 $aMathematics in the Humanities and Social Sciences 606 $aMathematical Software 615 0$aStatistics. 615 0$aSocial sciences$xStatistical methods. 615 0$aEducational tests and measurements. 615 0$aMathematics. 615 0$aSocial sciences. 615 0$aComputer software. 615 14$aStatistical Theory and Methods. 615 24$aStatistics in Social Sciences, Humanities, Law, Education, Behavorial Sciences, Public Policy. 615 24$aAssessment and Testing. 615 24$aMathematics in the Humanities and Social Sciences. 615 24$aMathematical Software. 676 $a370.72 700 $aWu$b Margaret$4aut$4http://id.loc.gov/vocabulary/relators/aut$0755893 702 $aTam$b Hak Ping$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aJen$b Tsung-Hau$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910158844503321 996 $aEducational Measurement for Applied Researchers$92053555 997 $aUNINA