LEADER 04303nam 22008055 450 001 9910623996603321 005 20240124212901.0 010 $a981-19-3747-8 024 7 $a10.1007/978-981-19-3747-7 035 $a(CKB)4920000002044207 035 $a(DE-He213)978-981-19-3747-7 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/93935 035 $a(MiAaPQ)EBC7113818 035 $a(Au-PeEL)EBL7113818 035 $a(OCoLC)1351751818 035 $a(PPN)265861543 035 $a(EXLCZ)994920000002044207 100 $a20221015d2023 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aExplanatory Models, Unit Standards, and Personalized Learning in Educational Measurement $eSelected Papers by A. Jackson Stenner /$fedited by William P. Fisher Jr., Paula J. Massengill 205 $a1st ed. 2023. 210 $aSingapore$cSpringer Nature$d2023 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2023. 215 $a1 online resource (LXXIII, 325 p. 41 illus., 11 illus. in color.) 311 0 $a981-19-3746-X 327 $a1. The Standardized Growth Expectation: Implications for Education Evaluation -- 2. Construct Definition Methodology and Generalizability Theory Applied to Career Education Measurement -- 3. Testing Construct Theories -- 4. Toward a Theory of Construct Definition -- 5. Most Comprehensive Tests Do Measure Reading Comprehension: A Response to McLean and Goldstein -- 6. Measuring Reading Comprehension with the Lexile Framework -- 7. Readability and Reading Ability -- 8. Mapping Variables -- 9. Theory Referenced Measurement: Combining Substantive Theory and the Rasch Model -- 10. Matching Students to Text: The Targeted Reader. 330 $aThe papers by Jack Stenner included in this book document the technical details of an art and science of measurement that creates new entrepreneurial business opportunities. Jack brought theory, instruments, and data together in ways that are applicable not only in the context of a given test of reading or mathematics ability, but which more importantly catalyzed literacy and numeracy capital in new fungible expressions. Though Jack did not reflect in writing on the inferential, constructive processes in which he engaged, much can be learned by reviewing his work with his accomplishments in mind. A Foreword by Stenner's colleague and co-author on multiple works, William P. Fisher, Jr., provides key clues concerning (a) how Jack's understanding of measurement and its values aligns with social and historical studies of science and technology, and (b) how recent developments in collaborations of psychometricians and metrologists are building on and expanding Jack's accomplishments. This is an open access book. 606 $aMeasurement 606 $aMeasuring instruments 606 $aEducation 606 $aPsychometrics 606 $aStatistics 606 $aMeasurement Science and Instrumentation 606 $aEducation Science 606 $aPsychometrics 606 $aApplied Statistics 610 $aPsychosocial metrology 610 $aMeasurement science 610 $aPsychometrics 610 $aSociocognitive ecosystems 610 $aRasch models 610 $aPredictive modeling 610 $aLinear logistic test models 610 $aReading measurement 610 $aQuantification 610 $aEcologized education 615 0$aMeasurement. 615 0$aMeasuring instruments. 615 0$aEducation. 615 0$aPsychometrics. 615 0$aStatistics. 615 14$aMeasurement Science and Instrumentation. 615 24$aEducation Science. 615 24$aPsychometrics. 615 24$aApplied Statistics. 676 $a530.8 676 $a530.7 702 $aFisher Jr$b William P$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aMassengill$b Paula J$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910623996603321 996 $aExplanatory Models, Unit Standards, and Personalized Learning in Educational Measurement$93028690 997 $aUNINA