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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

VALIDATING COGNITIVE SKILL SEQUENCES IN THE BEGINNING READING DOMAIN USING LATENT TRAIT MODELS

Lane, Suzanne January 1986 (has links)
The present study was a systematic investigation of hierarchical skill sequences in the beginning reading domain. The hierarchies included skills from the traditional approach to reading which reflect bottom-up processing and skills from the conceptual area of print awareness which reflect top-down processing. Researchers supporting the bottom-up approach view reading as a process in which the child extracts information from the text to gain knowledge of the print. The bottom-up processes examined were in the areas of letter recognition and letter naming, and identification of letter sounds and phonemes. The top-down processing approach views reading as a task in which the child brings his/her past experiences and knowledge about the world to gain information about print. The top-down processes examined were in the areas of print identification, inferring a word in context, and print directionality rules. Hierarchical skill sequences were developed within each of the specific areas reflecting the top-down and bottom-up processing theories. Items were developed to reflect the skill sequences based on the cognitive processes that are necessary for correct performance. This involved varying the task demands imposing various requirements of cognitive processing. The data were from 13,189 Head Start children ranging from 3 to 6 years of age. Latent trait models were constructed to reflect the viii ix hypothesized skill sequences by allowing the aj (discrimination) and bj (difficulty) parameters to be free to vary or by constraining them to be equal to other parameters. To arrive at a preferred model, each latent trait model that represented a hypothesized skill sequence was statistically compared against alternative latent trait models. The results from the present investigation supported the hierarchical skill sequences reflecting skills within the traditional area of reading. However, some of the skill sequences from the conceptual area of print awareness were not clearly supported. While the results provide a deeper understanding of beginning reading skill sequences reflecting top-down and bottom-up processing theories, future research is needed to delineate the specific skills which promote later reading ability once the child is in formal reading instruction.
12

A polytomous nonlinear mixed model for item analysis

Shin, Seon-hi. January 2003 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.
13

Item response models for the measurement of thresholds

Morey, Richard D., January 2008 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 28, 2009 Includes bibliographical references.
14

A comparison of Andrich's rating scale model and Rost's succesive intervals model

Lustina, Michael John, Dood, Barbara Glenzing, January 2004 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Barbara G. Dodd. Vita. Includes bibliographical references.
15

The strength of multidimensional item response theory in exploring construct space that is multidimensional and correlated /

Spencer, Steven Gerry, January 2004 (has links) (PDF)
Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2004. / Includes bibliographical references (p. 103-106).
16

THE DEVELOPMENT OF THE WRIGHT WORK ENGAGEMENT SCALE

Alarcon, Gene Michael 16 December 2009 (has links)
No description available.
17

An Item Response Theory Analysis of the Scales from the International Personality Item Pool and the NEO Personality Inventory-Revised

McBride, Nadine LeBarron 10 August 2001 (has links)
Personality tests are widely used in the field of Industrial/Organizational Psychology; however, few studies have focused on their psychometric properties using Item Response Theory. This paper uses IRT to examine the test information functions (TIFs) of two personality measures: the NEO-PI-R and scales from the International Personality Item Pool. Results showed that most scales for both measures provided relatively consistent levels of information and measurement precision across levels of theta (q). Although the NEO-PI-R provided overall higher levels of information and measurement precision, the IPIP scales provided greater efficiency in that they provided more precision per item. Both scales showed substantial decrease in precision and information when response scales were dichotomized away from the original 5 point likert scale format. Implications and further avenues for research are discussed. / Master of Science
18

Stratified computerized adaptive testing: further control on item exposure and extension to constrained situations. / CUHK electronic theses & dissertations collection

January 2001 (has links)
Chi-Keung Leung. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (p. 138-146). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.
19

Comparison of MIRT observed score equating methods under the common-item nonequivalent groups design

Choi, Jiwon 01 May 2019 (has links)
For equating tests that measure several distinct proficiencies, procedures that reflect the multidimensional structure of the data are needed. Although there exist a few equating procedures developed under the multidimensional item response theory (MIRT) framework, there is a need for further research in this area. Therefore, the primary objectives of this dissertation are to consolidate and expand MIRT observed score equating research with a specific focus on the common-item nonequivalent groups (CINEG) design, which requires scale linking. Content areas and item types are two focal points of dimensionality. This dissertation uses two studies with different data types and comparison criteria to address the research objectives. In general, a comparison between unidimensional item response theory (UIRT) and MIRT methods suggested a better performance of the MIRT methods over UIRT. The simple structure (SS) and full MIRT methods showed more accurate equating results compared to UIRT. In terms of calibration methods, concurrent calibration outperformed separate calibration for all equating methods under most of the studied conditions.
20

Impacts of multidimensionality and content misclassification on ability estimation in computerized adaptive sequential testing (CAST)

Zhang, Yanwei. January 2006 (has links)
Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: Ratna Nandakumar, School of Education. Includes bibliographical references.

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