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of 7
pro vyhledávání: '"Ki Lynn Matlock"'
Autor:
Hosseinzadeh, Mostafa1 (AUTHOR) mhosseinzadeh@methodist.edu, Cole, Ki Lynn Matlock2 (AUTHOR)
Publikováno v:
Educational & Psychological Measurement. Oct2024, Vol. 84 Issue 5, p1012-1040. 29p.
Akademický článek
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Publikováno v:
Educational and Psychological Measurement. 78:103-127
The generalized partial credit model (GPCM) is often used for polytomous data; however, the nominal response model (NRM) allows for the investigation of how adjacent categories may discriminate differently when items are positively or negatively word
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::66071e437c9eaab42191f63964693005
https://doi.org/10.1177/0013164416670211
https://doi.org/10.1177/0013164416670211
Autor:
Ronna C. Turner, Ki Lynn Matlock
Publikováno v:
Educational and psychological measurement. 76(2)
When constructing multiple test forms, the number of items and the total test difficulty are often equivalent. Not all test developers match the number of items and/or average item difficulty within subcontent areas. In this simulation study, six tes
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::806fd78580ffef47ac1a8ece5cd03840
https://pubmed.ncbi.nlm.nih.gov/29795865
https://pubmed.ncbi.nlm.nih.gov/29795865
Autor:
Jason L. Endacott, George Denny, Ki Lynn Matlock, Vicki S. Collet, Christian Z. Goering, Jennifer Jennings-Davis, Ginney P. Wright
Publikováno v:
Educational Review. 68:291-305
Common Core State Standards are embroiled in controversy and politics. The need to continue to study the many facets of educational changes remains critical, especially from the perspective of the teachers experiencing such changes firsthand. Existin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a09ef6be83235c342cb5c3ff3806ebdf
https://doi.org/10.1080/00131911.2015.1070333
https://doi.org/10.1080/00131911.2015.1070333
Publikováno v:
International Journal of Educational Administration and Policy Studies. 6:32-42
This study investigated the influences of district-related variables on a district’s academic performance. Arkansas augmented benchmark examination scores were used to measure a district’s scholastic achievement. Spatial analysis fit each distric
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b81d85c995b24c630da18db3f7f0f5e1
https://doi.org/10.5897/ijeaps2013.0327
https://doi.org/10.5897/ijeaps2013.0327
Publikováno v:
International Journal of Quantitative Research in Education. 3:154
This study investigated the effects of estimating unidimensional latent abilities for subgroups of a population across multiple test forms with confounding difficulty and number of items within sub-content areas. Examinees were grouped based on their
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9499b364e0d5118ea8374dec42719f83
https://doi.org/10.1504/ijqre.2016.077800
https://doi.org/10.1504/ijqre.2016.077800