자료유형  

 학위논문

Control Number  

0017165156

International Standard Book Number  

9798346875741

Dewey Decimal Classification Number  

371

Main Entry-Personal Name  

Liao, Xiangyi.

Publication, Distribution, etc. (Imprint  

[S.l.] : The University of Wisconsin - Madison., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

125 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

General Note  

Advisor: Bolt, Daniel M.

Dissertation Note  

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.

Summary, Etc.  

요약Educational research outcomes frequently rely on an assumption that measurement metrics have interval-level properties. While most investigators know enough to be suspicious of interval-level claims, and in some cases even question their findings given such doubts, there is a lack of understanding regarding the measurement conditions that create nonlinear metric distortions. This dissertation aims to provide a framework that can assist researchers in thinking about the scalar properties of educational test score metrics. Following an overview of educational research studies and measurement applications that depend heavily on the interval level metric assumption, along with associated commentaries that have noted this dependence, as well as reasons to question the latent metrics produced by item response theory (IRT) models, this dissertation presents three studies: (1) an exploration of the psychological response process, particularly the proficiency-related guesses and slips in multiple-choice items, as a source of item characteristic curve (ICC) asymmetry in IRT models and thus a source of metric distortion; (2) an investigation of conditions of test multidimensionality, specifically where dimensionality correlates with item difficulty, which similarly causes nonlinear distortions of measurement metrics; and (3) an analysis of the practical impacts on vertical scaling when nonlinear metrics are not well attended to. These studies extend IRT models to incorporate nonlinear latent metrics under various conditions. The findings aim to inform the development of measurement instruments, or in some cases alternative measurement practices, that can come closer to achieving the desired interval-level properties of the measurement scale.

Subject Added Entry-Topical Term  

Educational tests & measurements.

Subject Added Entry-Topical Term  

Educational evaluation.

Subject Added Entry-Topical Term  

Educational philosophy.

Index Term-Uncontrolled  

Dimensionality

Index Term-Uncontrolled  

Item characteristic curve

Index Term-Uncontrolled  

Educational research

Index Term-Uncontrolled  

Measurement metrics

Index Term-Uncontrolled  

Interval-level claims

Added Entry-Corporate Name  

The University of Wisconsin - Madison Educational Psychology

Host Item Entry  

Dissertations Abstracts International. 86-06A.

Electronic Location and Access  

로그인을 한후 보실 수 있는 자료입니다.

Control Number  

joongbu:657546