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You searched for subject:(explanatory IRT). Showing records 1 – 2 of 2 total matches.

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University of Notre Dame

1. Quinn Nathaniel Lathrop. The Impact of Within-Template Systematic Variation on Response Models</h1>.

Degree: Psychology, 2013, University of Notre Dame

With item response data, systematic variation within nested groups of generated items may negatively impact the estimation of item and person parameters. This paper studies a model that can capture the multilevel structure of the data and explain within-template systematic variability. The goal of this model is twofold. First, explaining and removing non-random error may improve ability and item parameter estimates. And second, finding systematic variation can bring insights into the educational process. Simulation results are discussed at length. Advisors/Committee Members: Scott Maxwell, Committee Member, Lijuan Wang, Committee Member, Ying Cheng, Committee Chair.

Subjects/Keywords: computerized assessment; generated items; explanatory IRT; multilevel models; item response theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lathrop, Q. N. (2013). The Impact of Within-Template Systematic Variation on Response Models</h1>. (Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/1z40ks67c16

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lathrop, Quinn Nathaniel. “The Impact of Within-Template Systematic Variation on Response Models</h1>.” 2013. Thesis, University of Notre Dame. Accessed August 08, 2020. https://curate.nd.edu/show/1z40ks67c16.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lathrop, Quinn Nathaniel. “The Impact of Within-Template Systematic Variation on Response Models</h1>.” 2013. Web. 08 Aug 2020.

Vancouver:

Lathrop QN. The Impact of Within-Template Systematic Variation on Response Models</h1>. [Internet] [Thesis]. University of Notre Dame; 2013. [cited 2020 Aug 08]. Available from: https://curate.nd.edu/show/1z40ks67c16.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lathrop QN. The Impact of Within-Template Systematic Variation on Response Models</h1>. [Thesis]. University of Notre Dame; 2013. Available from: https://curate.nd.edu/show/1z40ks67c16

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Stevenson, Claire Elisabeth. Puzzling with potential: dynamic testing of analogical reasoning in children.

Degree: 2012, Division of Developmental and Educational Psychology, Department of Psychology, Faculty of Social and Behavioural Sciences, Leiden University

Assessment procedures are frequent in children's school careers; however, measuring potential for learning has remained a puzzle. Dynamic testing is a method to assess cognitive potential that includes training in the assessment process. The goal of this thesis project was to develop a new dynamic test of analogical reasoning for school children. The main aims were to (1) investigate factors that influence children’s differences in performance and change during dynamic testing and (2) examine the predictive value of dynamic measures on children’s school performance. Children showed great variation in cognitive potential. Higher ability children generally required less training and showed greater transfer to other problem sets. Yet, lower ability children tended to improve more during dynamic testing. Performance change during testing appears to be a unique predictor of math and reading achievement, but was unrelated to working memory or cultural background, providing evidence that this may be a separate construct important in the assessment of cognitive potential – especially in culturally diverse schools. This performance change measure, often criticized within classical test theory, has demonstrated its worth when estimated using item response theory models and will hopefully find its place again among the valuable measurement outcomes of children’s potential for learning.

Subjects/Keywords: Dynamic testing; Cognitive potential; Learning potential; Educational assessment; Item response theory; Explanatory IRT; Cognitive development; Analogical reasoning; Working memory; Transfer; Dynamic testing; Cognitive potential; Learning potential; Educational assessment; Item response theory; Explanatory IRT; Cognitive development; Analogical reasoning; Working memory; Transfer

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stevenson, C. E. (2012). Puzzling with potential: dynamic testing of analogical reasoning in children. (Doctoral Dissertation). Division of Developmental and Educational Psychology, Department of Psychology, Faculty of Social and Behavioural Sciences, Leiden University. Retrieved from http://hdl.handle.net/1887/19813

Chicago Manual of Style (16th Edition):

Stevenson, Claire Elisabeth. “Puzzling with potential: dynamic testing of analogical reasoning in children.” 2012. Doctoral Dissertation, Division of Developmental and Educational Psychology, Department of Psychology, Faculty of Social and Behavioural Sciences, Leiden University. Accessed August 08, 2020. http://hdl.handle.net/1887/19813.

MLA Handbook (7th Edition):

Stevenson, Claire Elisabeth. “Puzzling with potential: dynamic testing of analogical reasoning in children.” 2012. Web. 08 Aug 2020.

Vancouver:

Stevenson CE. Puzzling with potential: dynamic testing of analogical reasoning in children. [Internet] [Doctoral dissertation]. Division of Developmental and Educational Psychology, Department of Psychology, Faculty of Social and Behavioural Sciences, Leiden University; 2012. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1887/19813.

Council of Science Editors:

Stevenson CE. Puzzling with potential: dynamic testing of analogical reasoning in children. [Doctoral Dissertation]. Division of Developmental and Educational Psychology, Department of Psychology, Faculty of Social and Behavioural Sciences, Leiden University; 2012. Available from: http://hdl.handle.net/1887/19813

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