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You searched for +publisher:"University of Kansas" +contributor:("Kingston, Neal"). Showing records 1 – 30 of 33 total matches.

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University of Kansas

1. Folger, Allison. Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress.

Degree: M.S.Ed., Psychology & Research in Education, 2011, University of Kansas

 As schools prepare their students for state standardized assessments, more and more schools are turning to other standardized assessments to help predict performance on state… (more)

Subjects/Keywords: Educational tests & measurements

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APA (6th Edition):

Folger, A. (2011). Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/9747

Chicago Manual of Style (16th Edition):

Folger, Allison. “Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress.” 2011. Masters Thesis, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/9747.

MLA Handbook (7th Edition):

Folger, Allison. “Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress.” 2011. Web. 17 Dec 2017.

Vancouver:

Folger A. Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress. [Internet] [Masters thesis]. University of Kansas; 2011. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/9747.

Council of Science Editors:

Folger A. Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress. [Masters Thesis]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/9747


University of Kansas

2. Wang, Wenhao. Are All Item Response Functions Monotonically Increasing?.

Degree: PhD, Psychology & Research in Education, 2012, University of Kansas

 Item response functions of the parametric logistic IRT models follow the logistic form which is monotonically increasing. However, item response functions of some real items… (more)

Subjects/Keywords: Educational tests & measurements; B-spline nonparametric irt; Item-ability regression; Model fit; Nonmonotonicity; Nonparametric smooth regression; Posterior predictive model checking

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APA (6th Edition):

Wang, W. (2012). Are All Item Response Functions Monotonically Increasing?. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10024

Chicago Manual of Style (16th Edition):

Wang, Wenhao. “Are All Item Response Functions Monotonically Increasing?.” 2012. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/10024.

MLA Handbook (7th Edition):

Wang, Wenhao. “Are All Item Response Functions Monotonically Increasing?.” 2012. Web. 17 Dec 2017.

Vancouver:

Wang W. Are All Item Response Functions Monotonically Increasing?. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/10024.

Council of Science Editors:

Wang W. Are All Item Response Functions Monotonically Increasing?. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10024


University of Kansas

3. Wang, Jun. Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?.

Degree: PhD, Curriculum and Teaching, 2013, University of Kansas

 Extensive research on second language teaching has been conducted on teaching English, other European languages or Chinese as a second language, but no quantitative study… (more)

Subjects/Keywords: Pedagogy; Instructional design; Foreign language instruction; Ba-construction; Communicative language teaching approach; Grammar translation method; Mandarin Chinese; Pedagogy; Quantitive study

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APA (6th Edition):

Wang, J. (2013). Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15051

Chicago Manual of Style (16th Edition):

Wang, Jun. “Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?.” 2013. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/15051.

MLA Handbook (7th Edition):

Wang, Jun. “Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?.” 2013. Web. 17 Dec 2017.

Vancouver:

Wang J. Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/15051.

Council of Science Editors:

Wang J. Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15051


University of Kansas

4. Suh, Hongwook. A Study of Bayesian Estimation and Comparison of Response Time Models in Item Response Theory.

Degree: PhD, Psychology & Research in Education, 2010, University of Kansas

 Response time has been regarded as an important source for investigating the relationship between human performance and response speed. It is important to examine the… (more)

Subjects/Keywords: Education; Tests and measurements; Education; Educational psychology; Quantitative psychology; Bayesian estimation; Irt; Response time model; Speed-accuracy trade-off; Speededness

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APA (6th Edition):

Suh, H. (2010). A Study of Bayesian Estimation and Comparison of Response Time Models in Item Response Theory. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6788

Chicago Manual of Style (16th Edition):

Suh, Hongwook. “A Study of Bayesian Estimation and Comparison of Response Time Models in Item Response Theory.” 2010. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/6788.

MLA Handbook (7th Edition):

Suh, Hongwook. “A Study of Bayesian Estimation and Comparison of Response Time Models in Item Response Theory.” 2010. Web. 17 Dec 2017.

Vancouver:

Suh H. A Study of Bayesian Estimation and Comparison of Response Time Models in Item Response Theory. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/6788.

Council of Science Editors:

Suh H. A Study of Bayesian Estimation and Comparison of Response Time Models in Item Response Theory. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6788


University of Kansas

5. Tiemann, Gail. An Investigation of Answer Changing on a Large-Scale Computer-Based Educational Assessment.

Degree: PhD, Psychology & Research in Education, 2015, University of Kansas

 Answer changing on tests has been studied for decades, however more recently answer-changing analysis has risen as an approach for exploring potential test fraud on… (more)

Subjects/Keywords: Educational tests & measurements; Answer changing; Erasure analysis; K-12 assessment; Test integrity; Test security

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APA (6th Edition):

Tiemann, G. (2015). An Investigation of Answer Changing on a Large-Scale Computer-Based Educational Assessment. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19513

Chicago Manual of Style (16th Edition):

Tiemann, Gail. “An Investigation of Answer Changing on a Large-Scale Computer-Based Educational Assessment.” 2015. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/19513.

MLA Handbook (7th Edition):

Tiemann, Gail. “An Investigation of Answer Changing on a Large-Scale Computer-Based Educational Assessment.” 2015. Web. 17 Dec 2017.

Vancouver:

Tiemann G. An Investigation of Answer Changing on a Large-Scale Computer-Based Educational Assessment. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/19513.

Council of Science Editors:

Tiemann G. An Investigation of Answer Changing on a Large-Scale Computer-Based Educational Assessment. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19513


University of Kansas

6. Atalmis, Erkan Hasan. The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability.

Degree: EdD, Psychology & Research in Education, 2014, University of Kansas

 This study examined two multiple choice item-writing guidelines addressed by Haladyna, Downing, and Rodriguez (2002). One is related to using the "None of the Above… (more)

Subjects/Keywords: Educational psychology; Educational tests & measurements; Item writing guidelines; Multiple choice questions; None of the above; Non-parametric irt model; Number of options; Option elimination

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APA (6th Edition):

Atalmis, E. H. (2014). The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15160

Chicago Manual of Style (16th Edition):

Atalmis, Erkan Hasan. “The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability.” 2014. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/15160.

MLA Handbook (7th Edition):

Atalmis, Erkan Hasan. “The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability.” 2014. Web. 17 Dec 2017.

Vancouver:

Atalmis EH. The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/15160.

Council of Science Editors:

Atalmis EH. The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/15160


University of Kansas

7. Gruman, Daniel H. ADVANCED PLACEMENT VERSUS DUAL ENROLLMENT: MAKING THE BEST CHOICE FOR COLLEGE SELECTION, PERSISTENCE, EARLY SUCCESS, AND TIME TO COMPLETION.

Degree: EdD, Educational Leadership and Policy Studies, 2013, University of Kansas

 A substantial amount of research examines the benefits of high school college-credit attainment programs against non-participation. The growth in popularity of these programs, particularly Advanced… (more)

Subjects/Keywords: Education policy; Educational tests & measurements; Advanced placement; Dual enrollment; High school

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APA (6th Edition):

Gruman, D. H. (2013). ADVANCED PLACEMENT VERSUS DUAL ENROLLMENT: MAKING THE BEST CHOICE FOR COLLEGE SELECTION, PERSISTENCE, EARLY SUCCESS, AND TIME TO COMPLETION. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15101

Chicago Manual of Style (16th Edition):

Gruman, Daniel H. “ADVANCED PLACEMENT VERSUS DUAL ENROLLMENT: MAKING THE BEST CHOICE FOR COLLEGE SELECTION, PERSISTENCE, EARLY SUCCESS, AND TIME TO COMPLETION.” 2013. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/15101.

MLA Handbook (7th Edition):

Gruman, Daniel H. “ADVANCED PLACEMENT VERSUS DUAL ENROLLMENT: MAKING THE BEST CHOICE FOR COLLEGE SELECTION, PERSISTENCE, EARLY SUCCESS, AND TIME TO COMPLETION.” 2013. Web. 17 Dec 2017.

Vancouver:

Gruman DH. ADVANCED PLACEMENT VERSUS DUAL ENROLLMENT: MAKING THE BEST CHOICE FOR COLLEGE SELECTION, PERSISTENCE, EARLY SUCCESS, AND TIME TO COMPLETION. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/15101.

Council of Science Editors:

Gruman DH. ADVANCED PLACEMENT VERSUS DUAL ENROLLMENT: MAKING THE BEST CHOICE FOR COLLEGE SELECTION, PERSISTENCE, EARLY SUCCESS, AND TIME TO COMPLETION. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15101


University of Kansas

8. Eberhart, Tonya. A Comparison of Multiple-choice and Technology-enhanced Item Types Administered on Computer versus iPad.

Degree: PhD, Curriculum and Teaching, 2015, University of Kansas

 Abstract It is not known if various technology device differences used for high-stakes assessment result in comparable student performance results. It is important to examine… (more)

Subjects/Keywords: Education; assessment; computer; education; iPad; technology

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APA (6th Edition):

Eberhart, T. (2015). A Comparison of Multiple-choice and Technology-enhanced Item Types Administered on Computer versus iPad. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21674

Chicago Manual of Style (16th Edition):

Eberhart, Tonya. “A Comparison of Multiple-choice and Technology-enhanced Item Types Administered on Computer versus iPad.” 2015. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/21674.

MLA Handbook (7th Edition):

Eberhart, Tonya. “A Comparison of Multiple-choice and Technology-enhanced Item Types Administered on Computer versus iPad.” 2015. Web. 17 Dec 2017.

Vancouver:

Eberhart T. A Comparison of Multiple-choice and Technology-enhanced Item Types Administered on Computer versus iPad. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/21674.

Council of Science Editors:

Eberhart T. A Comparison of Multiple-choice and Technology-enhanced Item Types Administered on Computer versus iPad. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21674


University of Kansas

9. Kim, Min Sung. Linking with Planned Missing Data: Concurrent Calibration with Multiple Imputation.

Degree: PhD, Psychology & Research in Education, 2015, University of Kansas

 The purpose of this paper is to introduce a new Item Response Theory (IRT) concurrent calibration method using multiple imputation and investigate its effectiveness by… (more)

Subjects/Keywords: Educational psychology; Educational tests & measurements; Educational evaluation; concurrent calibration; equating; IRT; linking; multiple imputation

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APA (6th Edition):

Kim, M. S. (2015). Linking with Planned Missing Data: Concurrent Calibration with Multiple Imputation. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/20985

Chicago Manual of Style (16th Edition):

Kim, Min Sung. “Linking with Planned Missing Data: Concurrent Calibration with Multiple Imputation.” 2015. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/20985.

MLA Handbook (7th Edition):

Kim, Min Sung. “Linking with Planned Missing Data: Concurrent Calibration with Multiple Imputation.” 2015. Web. 17 Dec 2017.

Vancouver:

Kim MS. Linking with Planned Missing Data: Concurrent Calibration with Multiple Imputation. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/20985.

Council of Science Editors:

Kim MS. Linking with Planned Missing Data: Concurrent Calibration with Multiple Imputation. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/20985


University of Kansas

10. Clyne, Cameron. The Effects of Different Scoring Methodologies on Item and Test Characteristics of Technology-Enhanced Items.

Degree: PhD, Psychology & Research in Education, 2015, University of Kansas

 Technology-enhanced (TE) item types have recently gained attention from educational test developers as a way to test constructs with higher fidelity. However, most research has… (more)

Subjects/Keywords: Educational tests & measurements; Reliability; Scoring; Scoring Methodologies; Technology Enhanced; Test Characteristics

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APA (6th Edition):

Clyne, C. (2015). The Effects of Different Scoring Methodologies on Item and Test Characteristics of Technology-Enhanced Items. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21675

Chicago Manual of Style (16th Edition):

Clyne, Cameron. “The Effects of Different Scoring Methodologies on Item and Test Characteristics of Technology-Enhanced Items.” 2015. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/21675.

MLA Handbook (7th Edition):

Clyne, Cameron. “The Effects of Different Scoring Methodologies on Item and Test Characteristics of Technology-Enhanced Items.” 2015. Web. 17 Dec 2017.

Vancouver:

Clyne C. The Effects of Different Scoring Methodologies on Item and Test Characteristics of Technology-Enhanced Items. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/21675.

Council of Science Editors:

Clyne C. The Effects of Different Scoring Methodologies on Item and Test Characteristics of Technology-Enhanced Items. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21675


University of Kansas

11. Mark, Caroline Ann. The Effects of Rime Based Instruction on Adolescent Struggling Readers: The Impact of Color-Coded Vowels.

Degree: PhD, Special Education, 2011, University of Kansas

 Efficient word reading skills are required by secondary students to comprehend academic texts. Adolescents who continue to struggle with basic word reading experience decreased academic… (more)

Subjects/Keywords: Special education; Reading instruction; Reading disability; Reading self-concept; Secondary students; Single-case design; Word recognition

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APA (6th Edition):

Mark, C. A. (2011). The Effects of Rime Based Instruction on Adolescent Struggling Readers: The Impact of Color-Coded Vowels. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/8163

Chicago Manual of Style (16th Edition):

Mark, Caroline Ann. “The Effects of Rime Based Instruction on Adolescent Struggling Readers: The Impact of Color-Coded Vowels.” 2011. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/8163.

MLA Handbook (7th Edition):

Mark, Caroline Ann. “The Effects of Rime Based Instruction on Adolescent Struggling Readers: The Impact of Color-Coded Vowels.” 2011. Web. 17 Dec 2017.

Vancouver:

Mark CA. The Effects of Rime Based Instruction on Adolescent Struggling Readers: The Impact of Color-Coded Vowels. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/8163.

Council of Science Editors:

Mark CA. The Effects of Rime Based Instruction on Adolescent Struggling Readers: The Impact of Color-Coded Vowels. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/8163


University of Kansas

12. Sawalani, Gita Murli. ESTABLISHING THE VALIDITY OF SHORT-FORM COMPOSITE ITEMS IN THE CONTEXT OF TEACHING EVALUATIONS.

Degree: PhD, Psychology, 2008, University of Kansas

 The current study seeks to demonstrate the validity of a short form teaching evaluation instrument that has been created to measure several dimensions of teaching… (more)

Subjects/Keywords: Psychology; Psychometrics; Education; Tests and measurements; Higher education; Confirmatory factor analysis; Short form; Teaching evaluations; Validity

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APA (6th Edition):

Sawalani, G. M. (2008). ESTABLISHING THE VALIDITY OF SHORT-FORM COMPOSITE ITEMS IN THE CONTEXT OF TEACHING EVALUATIONS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/5236

Chicago Manual of Style (16th Edition):

Sawalani, Gita Murli. “ESTABLISHING THE VALIDITY OF SHORT-FORM COMPOSITE ITEMS IN THE CONTEXT OF TEACHING EVALUATIONS.” 2008. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/5236.

MLA Handbook (7th Edition):

Sawalani, Gita Murli. “ESTABLISHING THE VALIDITY OF SHORT-FORM COMPOSITE ITEMS IN THE CONTEXT OF TEACHING EVALUATIONS.” 2008. Web. 17 Dec 2017.

Vancouver:

Sawalani GM. ESTABLISHING THE VALIDITY OF SHORT-FORM COMPOSITE ITEMS IN THE CONTEXT OF TEACHING EVALUATIONS. [Internet] [Doctoral dissertation]. University of Kansas; 2008. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/5236.

Council of Science Editors:

Sawalani GM. ESTABLISHING THE VALIDITY OF SHORT-FORM COMPOSITE ITEMS IN THE CONTEXT OF TEACHING EVALUATIONS. [Doctoral Dissertation]. University of Kansas; 2008. Available from: http://hdl.handle.net/1808/5236


University of Kansas

13. Lee, Jaehoon. Type I error and power of the mean and covariance structure confirmatory factor analysis for differential item functioning detection: Methodological issues and resolutions.

Degree: PhD, Psychology, 2009, University of Kansas

 Recently, mean and covariance structure (MACS) confirmatory factor analysis (CFA) has been widely used to detect items with differential item functioning (DIF). Although how we… (more)

Subjects/Keywords: Psychology; Psychometrics; Education; Tests and measurements; Biased anchor; Differential item functioning; Mean and covariance structure analysis; Scaling

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APA (6th Edition):

Lee, J. (2009). Type I error and power of the mean and covariance structure confirmatory factor analysis for differential item functioning detection: Methodological issues and resolutions. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/5253

Chicago Manual of Style (16th Edition):

Lee, Jaehoon. “Type I error and power of the mean and covariance structure confirmatory factor analysis for differential item functioning detection: Methodological issues and resolutions.” 2009. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/5253.

MLA Handbook (7th Edition):

Lee, Jaehoon. “Type I error and power of the mean and covariance structure confirmatory factor analysis for differential item functioning detection: Methodological issues and resolutions.” 2009. Web. 17 Dec 2017.

Vancouver:

Lee J. Type I error and power of the mean and covariance structure confirmatory factor analysis for differential item functioning detection: Methodological issues and resolutions. [Internet] [Doctoral dissertation]. University of Kansas; 2009. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/5253.

Council of Science Editors:

Lee J. Type I error and power of the mean and covariance structure confirmatory factor analysis for differential item functioning detection: Methodological issues and resolutions. [Doctoral Dissertation]. University of Kansas; 2009. Available from: http://hdl.handle.net/1808/5253


University of Kansas

14. Selig, James Patrick. Where has the time gone? The role of time lags in models for longitudinal data.

Degree: PhD, Psychology, 2009, University of Kansas

 The purpose of this dissertation is to draw attention to a long neglected, yet very important issue in the statistical modeling of longitudinal data. The… (more)

Subjects/Keywords: Psychology; Lags; Longitudinal

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APA (6th Edition):

Selig, J. P. (2009). Where has the time gone? The role of time lags in models for longitudinal data. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/5546

Chicago Manual of Style (16th Edition):

Selig, James Patrick. “Where has the time gone? The role of time lags in models for longitudinal data.” 2009. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/5546.

MLA Handbook (7th Edition):

Selig, James Patrick. “Where has the time gone? The role of time lags in models for longitudinal data.” 2009. Web. 17 Dec 2017.

Vancouver:

Selig JP. Where has the time gone? The role of time lags in models for longitudinal data. [Internet] [Doctoral dissertation]. University of Kansas; 2009. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/5546.

Council of Science Editors:

Selig JP. Where has the time gone? The role of time lags in models for longitudinal data. [Doctoral Dissertation]. University of Kansas; 2009. Available from: http://hdl.handle.net/1808/5546


University of Kansas

15. Longabach, Tanya. A COMPARISON OF SUBSCORE REPORTING METHODS FOR A STATE ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY.

Degree: PhD, Psychology & Research in Education, 2015, University of Kansas

 Educational tests that assess multiple content domains related to varying degrees often have subsections based on these content domains; scores assigned to these subsections are… (more)

Subjects/Keywords: Educational tests & measurements; English as a second language; assessment; ESL; IRT; MIRT; subscores

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APA (6th Edition):

Longabach, T. (2015). A COMPARISON OF SUBSCORE REPORTING METHODS FOR A STATE ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19517

Chicago Manual of Style (16th Edition):

Longabach, Tanya. “A COMPARISON OF SUBSCORE REPORTING METHODS FOR A STATE ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY.” 2015. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/19517.

MLA Handbook (7th Edition):

Longabach, Tanya. “A COMPARISON OF SUBSCORE REPORTING METHODS FOR A STATE ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY.” 2015. Web. 17 Dec 2017.

Vancouver:

Longabach T. A COMPARISON OF SUBSCORE REPORTING METHODS FOR A STATE ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/19517.

Council of Science Editors:

Longabach T. A COMPARISON OF SUBSCORE REPORTING METHODS FOR A STATE ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19517


University of Kansas

16. Im, Suk Keun. The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times.

Degree: PhD, Psychology & Research in Education, 2015, University of Kansas

 Computer-based testing makes it possible to record an examinee’s response time on an item. This information can be an important factor to understand the examinees,… (more)

Subjects/Keywords: Educational psychology; Educational tests & measurements

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APA (6th Edition):

Im, S. K. (2015). The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19527

Chicago Manual of Style (16th Edition):

Im, Suk Keun. “The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times.” 2015. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/19527.

MLA Handbook (7th Edition):

Im, Suk Keun. “The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times.” 2015. Web. 17 Dec 2017.

Vancouver:

Im SK. The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/19527.

Council of Science Editors:

Im SK. The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19527


University of Kansas

17. Zhao, Fei. Using Noncompensatory Models in Cognitive Diagnostic Mathematics Assessments: An Evaluation Based on Empirical Data.

Degree: PhD, Psychology & Research in Education, 2013, University of Kansas

 The present study evaluates the performance of four noncompensatory cognitive diagnostic models  – AHM, DINA, Fusion, and Bayesian Networks  – using both formative and large-scale… (more)

Subjects/Keywords: Educational tests & measurements; Cognitive diagnostic mathematics assessment; Empirical data; Model comparison; Model fit; Noncompensatory model

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APA (6th Edition):

Zhao, F. (2013). Using Noncompensatory Models in Cognitive Diagnostic Mathematics Assessments: An Evaluation Based on Empirical Data. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15085

Chicago Manual of Style (16th Edition):

Zhao, Fei. “Using Noncompensatory Models in Cognitive Diagnostic Mathematics Assessments: An Evaluation Based on Empirical Data.” 2013. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/15085.

MLA Handbook (7th Edition):

Zhao, Fei. “Using Noncompensatory Models in Cognitive Diagnostic Mathematics Assessments: An Evaluation Based on Empirical Data.” 2013. Web. 17 Dec 2017.

Vancouver:

Zhao F. Using Noncompensatory Models in Cognitive Diagnostic Mathematics Assessments: An Evaluation Based on Empirical Data. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/15085.

Council of Science Editors:

Zhao F. Using Noncompensatory Models in Cognitive Diagnostic Mathematics Assessments: An Evaluation Based on Empirical Data. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15085


University of Kansas

18. Gu, Fei. Using Parametric and Residual-based Bootstrap to Assess the Absolute Goodness-of-fit for State Space Model.

Degree: PhD, Psychology & Research in Education, 2013, University of Kansas

 In this work, two types of bootstrap methods are used to evaluate the absolute goodness-of-fit for the linear state space model. The first bootstrap is… (more)

Subjects/Keywords: Quantitative psychology; Psychometrics

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APA (6th Edition):

Gu, F. (2013). Using Parametric and Residual-based Bootstrap to Assess the Absolute Goodness-of-fit for State Space Model. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15100

Chicago Manual of Style (16th Edition):

Gu, Fei. “Using Parametric and Residual-based Bootstrap to Assess the Absolute Goodness-of-fit for State Space Model.” 2013. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/15100.

MLA Handbook (7th Edition):

Gu, Fei. “Using Parametric and Residual-based Bootstrap to Assess the Absolute Goodness-of-fit for State Space Model.” 2013. Web. 17 Dec 2017.

Vancouver:

Gu F. Using Parametric and Residual-based Bootstrap to Assess the Absolute Goodness-of-fit for State Space Model. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/15100.

Council of Science Editors:

Gu F. Using Parametric and Residual-based Bootstrap to Assess the Absolute Goodness-of-fit for State Space Model. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15100


University of Kansas

19. Zheng, Chunmei. Examination of the Parameter Estimate Bias When Violating the Orthogonality Assumption of the Bifactor Model.

Degree: PhD, Psychology & Research in Education, 2013, University of Kansas

 Educational and psychological constructs are normally measured by multifaceted dimensions. The measured construct is defined and measured by a set of related subdomains. A bifactor… (more)

Subjects/Keywords: Educational tests & measurements; Bi-factor model; Irt; Mirt; Parameter estimate bias

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APA (6th Edition):

Zheng, C. (2013). Examination of the Parameter Estimate Bias When Violating the Orthogonality Assumption of the Bifactor Model. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15103

Chicago Manual of Style (16th Edition):

Zheng, Chunmei. “Examination of the Parameter Estimate Bias When Violating the Orthogonality Assumption of the Bifactor Model.” 2013. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/15103.

MLA Handbook (7th Edition):

Zheng, Chunmei. “Examination of the Parameter Estimate Bias When Violating the Orthogonality Assumption of the Bifactor Model.” 2013. Web. 17 Dec 2017.

Vancouver:

Zheng C. Examination of the Parameter Estimate Bias When Violating the Orthogonality Assumption of the Bifactor Model. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/15103.

Council of Science Editors:

Zheng C. Examination of the Parameter Estimate Bias When Violating the Orthogonality Assumption of the Bifactor Model. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15103


University of Kansas

20. Howarter, Stephani. The Efficacy of Propensity Score Matching in Bias Reduction with Limited Sample Sizes.

Degree: PhD, Psychology & Research in Education, 2015, University of Kansas

 The current literature on propensity score matching is missing imperative information for educational researchers regarding the practical implications of utilizing this method with limited sample… (more)

Subjects/Keywords: Psychology; Education; Applied mathematics; MatchIt; Propensity Score Matching; Sample Size

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APA (6th Edition):

Howarter, S. (2015). The Efficacy of Propensity Score Matching in Bias Reduction with Limited Sample Sizes. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21672

Chicago Manual of Style (16th Edition):

Howarter, Stephani. “The Efficacy of Propensity Score Matching in Bias Reduction with Limited Sample Sizes.” 2015. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/21672.

MLA Handbook (7th Edition):

Howarter, Stephani. “The Efficacy of Propensity Score Matching in Bias Reduction with Limited Sample Sizes.” 2015. Web. 17 Dec 2017.

Vancouver:

Howarter S. The Efficacy of Propensity Score Matching in Bias Reduction with Limited Sample Sizes. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/21672.

Council of Science Editors:

Howarter S. The Efficacy of Propensity Score Matching in Bias Reduction with Limited Sample Sizes. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21672


University of Kansas

21. Gardner, Linda M. Analysis of Student Performance in Peer Led Undergraduate Supplements.

Degree: PhD, Chemistry, 2015, University of Kansas

 Foundations of Chemistry courses at the University of Kansas have traditionally accommodated nearly 1,000 individual students every year with a single course in a large… (more)

Subjects/Keywords: Chemistry; Education; Chemical Education; Cooperative Learning; Item Analysis; Multiple Regression; Peer Led Learning

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APA (6th Edition):

Gardner, L. M. (2015). Analysis of Student Performance in Peer Led Undergraduate Supplements. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19159

Chicago Manual of Style (16th Edition):

Gardner, Linda M. “Analysis of Student Performance in Peer Led Undergraduate Supplements.” 2015. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/19159.

MLA Handbook (7th Edition):

Gardner, Linda M. “Analysis of Student Performance in Peer Led Undergraduate Supplements.” 2015. Web. 17 Dec 2017.

Vancouver:

Gardner LM. Analysis of Student Performance in Peer Led Undergraduate Supplements. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/19159.

Council of Science Editors:

Gardner LM. Analysis of Student Performance in Peer Led Undergraduate Supplements. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19159

22. Lao, Hongling. Estimation of Diagnostic Classification Models without Constraints: Issues with Class Label Switching.

Degree: M.S.Ed., Psychology & Research in Education, 2016, University of Kansas

 Diagnostic classification models (DCMs) may suffer from the latent class label switching issue. Label switching refers to the situation where the labels for the parameters… (more)

Subjects/Keywords: Educational psychology; Quantitative psychology; Statistics; diagnostic classification models; estimation; label switching; latent class analysis; local optimal solution; model constraints

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APA (6th Edition):

Lao, H. (2016). Estimation of Diagnostic Classification Models without Constraints: Issues with Class Label Switching. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/23928

Chicago Manual of Style (16th Edition):

Lao, Hongling. “Estimation of Diagnostic Classification Models without Constraints: Issues with Class Label Switching.” 2016. Masters Thesis, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/23928.

MLA Handbook (7th Edition):

Lao, Hongling. “Estimation of Diagnostic Classification Models without Constraints: Issues with Class Label Switching.” 2016. Web. 17 Dec 2017.

Vancouver:

Lao H. Estimation of Diagnostic Classification Models without Constraints: Issues with Class Label Switching. [Internet] [Masters thesis]. University of Kansas; 2016. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/23928.

Council of Science Editors:

Lao H. Estimation of Diagnostic Classification Models without Constraints: Issues with Class Label Switching. [Masters Thesis]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/23928

23. Clark, Amy. Identifying Sources of Differential Item Functioning on an English Language Proficiency Assessment.

Degree: MS, Psychology & Research in Education, 2011, University of Kansas

 This paper examines the degree of DIF detected on an English language proficiency assessment and the extent to which item characteristics may be identified as… (more)

Subjects/Keywords: Educational tests & measurements; Assessment; Dif; Differential item functioning; Ell; English language proficiency; Logistic regression

…Evaluation, University of Kansas. Rogers, H. J., & Swaminathan, H… 

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APA (6th Edition):

Clark, A. (2011). Identifying Sources of Differential Item Functioning on an English Language Proficiency Assessment. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/9734

Chicago Manual of Style (16th Edition):

Clark, Amy. “Identifying Sources of Differential Item Functioning on an English Language Proficiency Assessment.” 2011. Masters Thesis, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/9734.

MLA Handbook (7th Edition):

Clark, Amy. “Identifying Sources of Differential Item Functioning on an English Language Proficiency Assessment.” 2011. Web. 17 Dec 2017.

Vancouver:

Clark A. Identifying Sources of Differential Item Functioning on an English Language Proficiency Assessment. [Internet] [Masters thesis]. University of Kansas; 2011. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/9734.

Council of Science Editors:

Clark A. Identifying Sources of Differential Item Functioning on an English Language Proficiency Assessment. [Masters Thesis]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/9734

24. Neibling, Jamie. Teachers' Conceptions Toward Type of Assessment: Grade Level and State Tested Content Area.

Degree: M.S.Ed., Psychology & Research in Education, 2014, University of Kansas

 This quantitative study utilized an online survey to explore secondary teachers' (grades 6-12) conceptions toward assessment, specifically focusing on differences among teachers who teach in… (more)

Subjects/Keywords: Education; Educational tests & measurements; Assessment; Classroom assessments; Conceptions; High school; Middle school; Teachers

…submitted to the University of Kansas Human Subjects Committee-Lawrence (HSCL) for… 

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APA (6th Edition):

Neibling, J. (2014). Teachers' Conceptions Toward Type of Assessment: Grade Level and State Tested Content Area. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/15138

Chicago Manual of Style (16th Edition):

Neibling, Jamie. “Teachers' Conceptions Toward Type of Assessment: Grade Level and State Tested Content Area.” 2014. Masters Thesis, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/15138.

MLA Handbook (7th Edition):

Neibling, Jamie. “Teachers' Conceptions Toward Type of Assessment: Grade Level and State Tested Content Area.” 2014. Web. 17 Dec 2017.

Vancouver:

Neibling J. Teachers' Conceptions Toward Type of Assessment: Grade Level and State Tested Content Area. [Internet] [Masters thesis]. University of Kansas; 2014. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/15138.

Council of Science Editors:

Neibling J. Teachers' Conceptions Toward Type of Assessment: Grade Level and State Tested Content Area. [Masters Thesis]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/15138

25. Alshehri, Khaled Abdullah. The Influence of Mathematics Teachers' Knowledge in Technology, Pedagogy and Content (TPACK) on their Teaching Effectiveness in Saudi Public Schools.

Degree: PhD, Curriculum and Teaching, 2012, University of Kansas

 Many researchers including (Hill et al., 2008; McCray & Chen, 2012) have found that teachers' understanding of the mathematics content knowledge and their expertise in… (more)

Subjects/Keywords: Mathematics education; Educational technology; Teacher education; Professional development; Saudi teachers; Secondary mathematics teachers; Technological pedagogical and content knowledge; Technology integration; Tpack

…Information Technology Digital Library (EdITLib), Google Scholar, and the University of… …Kansas Library’s Catalog were searched. Manuscripts in these databases were selected based upon… 

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APA (6th Edition):

Alshehri, K. A. (2012). The Influence of Mathematics Teachers' Knowledge in Technology, Pedagogy and Content (TPACK) on their Teaching Effectiveness in Saudi Public Schools. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10878

Chicago Manual of Style (16th Edition):

Alshehri, Khaled Abdullah. “The Influence of Mathematics Teachers' Knowledge in Technology, Pedagogy and Content (TPACK) on their Teaching Effectiveness in Saudi Public Schools.” 2012. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/10878.

MLA Handbook (7th Edition):

Alshehri, Khaled Abdullah. “The Influence of Mathematics Teachers' Knowledge in Technology, Pedagogy and Content (TPACK) on their Teaching Effectiveness in Saudi Public Schools.” 2012. Web. 17 Dec 2017.

Vancouver:

Alshehri KA. The Influence of Mathematics Teachers' Knowledge in Technology, Pedagogy and Content (TPACK) on their Teaching Effectiveness in Saudi Public Schools. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/10878.

Council of Science Editors:

Alshehri KA. The Influence of Mathematics Teachers' Knowledge in Technology, Pedagogy and Content (TPACK) on their Teaching Effectiveness in Saudi Public Schools. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10878

26. Loughran, Jessica. Understanding Differential Item Functioning for English Language Learners: The Influence of Linguistic Complexity Features.

Degree: PhD, Psychology & Research in Education, 2014, University of Kansas

 Items on math assessments often include complex language that is not related to math content. English language learners (ELLs) are still acquiring proficiency in English,… (more)

Subjects/Keywords: Educational tests & measurements; differential item functioning; English language learners

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APA (6th Edition):

Loughran, J. (2014). Understanding Differential Item Functioning for English Language Learners: The Influence of Linguistic Complexity Features. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/18649

Chicago Manual of Style (16th Edition):

Loughran, Jessica. “Understanding Differential Item Functioning for English Language Learners: The Influence of Linguistic Complexity Features.” 2014. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/18649.

MLA Handbook (7th Edition):

Loughran, Jessica. “Understanding Differential Item Functioning for English Language Learners: The Influence of Linguistic Complexity Features.” 2014. Web. 17 Dec 2017.

Vancouver:

Loughran J. Understanding Differential Item Functioning for English Language Learners: The Influence of Linguistic Complexity Features. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/18649.

Council of Science Editors:

Loughran J. Understanding Differential Item Functioning for English Language Learners: The Influence of Linguistic Complexity Features. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/18649

27. Bastion, Susan. The Development of a Valid and Reliable Measure of Technological Literacy for Adults.

Degree: PhD, Psychology & Research in Education, 2014, University of Kansas

 All people interact with technology on a daily basis. A technologically literate population is not only important for the individual, but also for businesses, organizations,… (more)

Subjects/Keywords: Educational tests & measurements; Higher education; Industrial arts education

…committee (HSCL) of the University of Kansas and Pittsburg State University. No unusual… 

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APA (6th Edition):

Bastion, S. (2014). The Development of a Valid and Reliable Measure of Technological Literacy for Adults. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/18642

Chicago Manual of Style (16th Edition):

Bastion, Susan. “The Development of a Valid and Reliable Measure of Technological Literacy for Adults.” 2014. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/18642.

MLA Handbook (7th Edition):

Bastion, Susan. “The Development of a Valid and Reliable Measure of Technological Literacy for Adults.” 2014. Web. 17 Dec 2017.

Vancouver:

Bastion S. The Development of a Valid and Reliable Measure of Technological Literacy for Adults. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/18642.

Council of Science Editors:

Bastion S. The Development of a Valid and Reliable Measure of Technological Literacy for Adults. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/18642

28. Montgomery, Melinda Sue. Unidimensional Models Do Not Fit Unidimensional Mixed Format Data Better than Multidimensional Models.

Degree: PhD, Psychology & Research in Education, 2014, University of Kansas

 This dissertation examines the scaling of large scale assessments containing both dichotomous and polytomous items, mixed format assessments. Because large scale assessments are generally built… (more)

Subjects/Keywords: Educational tests & measurements; Bi-Factor Model; Dimensionality; Generalized Partial Credit Model; Hierarchical MIRT Model; Mixed-format Assessments; Model fit

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APA (6th Edition):

Montgomery, M. S. (2014). Unidimensional Models Do Not Fit Unidimensional Mixed Format Data Better than Multidimensional Models. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/18640

Chicago Manual of Style (16th Edition):

Montgomery, Melinda Sue. “Unidimensional Models Do Not Fit Unidimensional Mixed Format Data Better than Multidimensional Models.” 2014. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/18640.

MLA Handbook (7th Edition):

Montgomery, Melinda Sue. “Unidimensional Models Do Not Fit Unidimensional Mixed Format Data Better than Multidimensional Models.” 2014. Web. 17 Dec 2017.

Vancouver:

Montgomery MS. Unidimensional Models Do Not Fit Unidimensional Mixed Format Data Better than Multidimensional Models. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/18640.

Council of Science Editors:

Montgomery MS. Unidimensional Models Do Not Fit Unidimensional Mixed Format Data Better than Multidimensional Models. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/18640

29. Carvajal, Jorge E. The Effects of Anchor Length, Test Difficulty, Population Ability Differences, Mixture of Populations and Sample Size on the Psychometric Properties of Levine Observed Score Linear Equating Method for Different Assumptions.

Degree: PhD, Psychology & Research in Education, 2011, University of Kansas

 The Non-Equivalent groups with Anchor Test equating (NEAT) design is a widely used equating design in large scale testing that involves two groups that do… (more)

Subjects/Keywords: Education; Tests and measurements; Equating; Levine method; Measurement; Standardized testing; Testing; Validity

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APA (6th Edition):

Carvajal, J. E. (2011). The Effects of Anchor Length, Test Difficulty, Population Ability Differences, Mixture of Populations and Sample Size on the Psychometric Properties of Levine Observed Score Linear Equating Method for Different Assumptions. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/7820

Chicago Manual of Style (16th Edition):

Carvajal, Jorge E. “The Effects of Anchor Length, Test Difficulty, Population Ability Differences, Mixture of Populations and Sample Size on the Psychometric Properties of Levine Observed Score Linear Equating Method for Different Assumptions.” 2011. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/7820.

MLA Handbook (7th Edition):

Carvajal, Jorge E. “The Effects of Anchor Length, Test Difficulty, Population Ability Differences, Mixture of Populations and Sample Size on the Psychometric Properties of Levine Observed Score Linear Equating Method for Different Assumptions.” 2011. Web. 17 Dec 2017.

Vancouver:

Carvajal JE. The Effects of Anchor Length, Test Difficulty, Population Ability Differences, Mixture of Populations and Sample Size on the Psychometric Properties of Levine Observed Score Linear Equating Method for Different Assumptions. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/7820.

Council of Science Editors:

Carvajal JE. The Effects of Anchor Length, Test Difficulty, Population Ability Differences, Mixture of Populations and Sample Size on the Psychometric Properties of Levine Observed Score Linear Equating Method for Different Assumptions. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/7820

30. Nash, Brooke L. Technology Enabled Assessments: An Investigation of Scoring Models for Scaffolded Tasks.

Degree: PhD, Psychology & Research in Education, 2012, University of Kansas

 While significant progress has been made in recent years on technology enabled assessments (TEAs), including assessment systems that incorporate scaffolding into the assessment process, there… (more)

Subjects/Keywords: Educational tests & measurements

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APA (6th Edition):

Nash, B. L. (2012). Technology Enabled Assessments: An Investigation of Scoring Models for Scaffolded Tasks. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10013

Chicago Manual of Style (16th Edition):

Nash, Brooke L. “Technology Enabled Assessments: An Investigation of Scoring Models for Scaffolded Tasks.” 2012. Doctoral Dissertation, University of Kansas. Accessed December 17, 2017. http://hdl.handle.net/1808/10013.

MLA Handbook (7th Edition):

Nash, Brooke L. “Technology Enabled Assessments: An Investigation of Scoring Models for Scaffolded Tasks.” 2012. Web. 17 Dec 2017.

Vancouver:

Nash BL. Technology Enabled Assessments: An Investigation of Scoring Models for Scaffolded Tasks. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2017 Dec 17]. Available from: http://hdl.handle.net/1808/10013.

Council of Science Editors:

Nash BL. Technology Enabled Assessments: An Investigation of Scoring Models for Scaffolded Tasks. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10013

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