Methodology of Educational Measurement and Assessment – serie

This handbook provides an overview of major developments around diagnostic classification models (DCMs) with regard to modeling, estimation, model checking, scoring, and applications.

This book offers a comprehensive overview of current, innovative approaches to assessing generic and domain-specific learning outcomes in higher education at both national and international levels.

This open access book presents a large number of innovations in the world of operational testing. It brings together different but related areas and provides insight in their possibilities, their advantages and drawbacks. The book not only addresses improvements in the quality of educational measurement, innovations in (inter)national large scale assessments, but also several advances in psychometrics and improvements in computerized adaptive testing, and it also offers examples on the impact of new technology in assessment. Due to its nature, the book will appeal to a broad audience within the educational measurement community. It contributes to both theoretical knowledge and also pays attention to practical implementation of innovations in testing technology.

This open access book presents a large number of innovations in the world of operational testing. It brings together different but related areas and provides insight in their possibilities, their advantages and drawbacks. The book not only addresses improvements in the quality of educational measurement, innovations in (inter)national large scale assessments, but also several advances in psychometrics and improvements in computerized adaptive testing, and it also offers examples on the impact of new technology in assessment. Due to its nature, the book will appeal to a broad audience within the educational measurement community. It contributes to both theoretical knowledge and also pays attention to practical implementation of innovations in testing technology.

This open access methodological book summarises existing analysing techniques using data from PIAAC, a study initiated by the OECD that assesses key cognitive and occupational skills of the adult population in more than 40 countries.

This open access methodological book summarises existing analysing techniques using data from PIAAC, a study initiated by the OECD that assesses key cognitive and occupational skills of the adult population in more than 40 countries.

This book defines and describes a new discipline, named “computational psychometrics,” from the perspective of new methodologies for handling complex data from digital learning and assessment.

This book defines and describes a new discipline, named “computational psychometrics,” from the perspective of new methodologies for handling complex data from digital learning and assessment.

This book 'Essays on Contemporary Psychometrics' provides an overview of contemporary psychometrics, the science devoted to the advancement of quantitative measurement practices in psychology, education and the social sciences. The volume consists of four parts, each having several chapters on cutting-edge work in the field. Part I, General Perspectives on Psychometrics, includes expert views on topics such as psychological models vs. measurement models, using tests in decision making, artificial intelligence, and psychometric network models. Part II, Factor Analysis and Classical Test Theory, the type of psychometrics that is still used most often in the social and behavioral sciences, includes state-of-the-art contributions on test-score reliability, change-score reliability, handling missing data in principal component analysis, test equating, and conditional standard errors of measurement. Part III, Item Response Theory, the leading form ofpsychometrics in modern educational measurement, includes discussions of sampling from many conditional distributions, transparent score reporting, nonparametric item response theory, and targeted testing. Part IV, New Psychometrics, discusses recently developed ideas beyond classical test theory and item response theory, including topics related to computer adaptive testing, response-time modelling, validity indices, diagnostic classification models, and the sparse latent class model for ordinal measurements.Together, these four parts provide an overview of the current state-of-the-art in psychometrics in educational measurement. They are a valuable source of information for graduate students who (intend to) study psychometrics and need an overview of the field, and for researchers interested in the current developments in the field.Chapters [3], [5], [8], [16] and [19] are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This book 'Essays on Contemporary Psychometrics' provides an overview of contemporary psychometrics, the science devoted to the advancement of quantitative measurement practices in psychology, education and the social sciences. The volume consists of four parts, each having several chapters on cutting-edge work in the field. Part I, General Perspectives on Psychometrics, includes expert views on topics such as psychological models vs. measurement models, using tests in decision making, artificial intelligence, and psychometric network models. Part II, Factor Analysis and Classical Test Theory, the type of psychometrics that is still used most often in the social and behavioral sciences, includes state-of-the-art contributions on test-score reliability, change-score reliability, handling missing data in principal component analysis, test equating, and conditional standard errors of measurement. Part III, Item Response Theory, the leading form ofpsychometrics in modern educational measurement, includes discussions of sampling from many conditional distributions, transparent score reporting, nonparametric item response theory, and targeted testing. Part IV, New Psychometrics, discusses recently developed ideas beyond classical test theory and item response theory, including topics related to computer adaptive testing, response-time modelling, validity indices, diagnostic classification models, and the sparse latent class model for ordinal measurements.Together, these four parts provide an overview of the current state-of-the-art in psychometrics in educational measurement. They are a valuable source of information for graduate students who (intend to) study psychometrics and need an overview of the field, and for researchers interested in the current developments in the field.Chapters [3], [5], [8], [16] and [19] are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This Open Access book presents the results of an interdisciplinary research program to utilize data from the multicohort German National Educational Panel Study (NEPS), which included over 100.000 participants in six nationally representative panel studies.

This Open Access book presents the results of an interdisciplinary research program to utilize data from the multicohort German National Educational Panel Study (NEPS), which included over 100.000 participants in six nationally representative panel studies.

It further speculates on Q methodology's future in education research and offers insights for research across various educational fields.With contributions from diverse applications authored by international educational scholars, this edited volume offers a sophisticated introduction to Q methodology in education.

This edited volume provides a comprehensive overview of the technology-driven innovations that have transformed National and International Large-Scale Assessments over the past decade, along with the research and considerations that have accompanied these changes. It documents the groundwork for ongoing innovations and explores future directions as these assessments continue to evolve. While the impact of technology on education and assessments is difficult to predict, best practices and emerging principles for transitioning from paper-based to digital formats can be described. The volume offers guidelines and examples from experts who have transitioned assessments like PISA, PIAAC, TIMSS, PIRLS, and NAEP into the digital era. It also highlights research on digital-based assessments, showcasing new insights from log file and process data, as well as innovative domains.

This edited volume provides a platform for experts from various fields to introduce and discuss their different perspectives on the topic of teamwork and collaborative problem solving. It brings together researchers in organizational teaming, educational collaboration, tutoring, simulation, and gaming as well as those involved in statistical and psychometric process modelling. This book seeks to channel this expertise towards advances in the measurement and assessment of cognitive and non-cognitive skills of individuals and teams.

This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require awareness of the numerous threats to validity and methods of reducing such threats. Written by leading international scholars, the book demonstrates the complexity of educational measurement by addressing three broad and interrelated topics. The first part discusses cognitive abilities, including studies on fluid intelligence, its improvement and its links to aptitude tests for admission to higher education. The second part focuses on the effects of school and teacher-related factors on school outcomes at individual and group levels, and uses international studies to analyze causes. The third part presents analytical techniques and measurement methods to improve reliability, for example factor analysis using Bayesian estimators, bi-factor analysis, model misfit and solutions, and discusses balance issues in reporting test results.The book provides examples of state-of-the-art analytical techniques for pursuing fundamental research problems, and the latest advances in measurement methods, with a focus on validity improvement. Eminent researchers discuss and provide insights into questions such as: Is it possible to train individuals to think at a higher level than normal for their age? What determines prospective preschool teachers’ skill to perceive mathematics-related preschool situations? Can international indicator design and instruments be improved to use trends and national context variables more efficiently? Can indicator data at national, school and class levels be compared easier? Are value-added measures of teacher effectiveness valid when it comes to hiring and promoting teachers? Is money better spenton teacher training than on smaller class-size? How do theory and empirical statistical data intertwine in building structures of understanding? This book is inspired by the career and personal influence of the Swedish scholar Professor Jan-Eric Gustafsson, renowned for his research on individual differences, especially the structure of cognitive abilities, and on the effects of education on knowledge and skills.

This volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries. The book’s initial chapters introduce and summarize recent discussions and developments in the conceptualization, implementation, and evaluation of international large-scale context assessments and provide an outlook on possible future developments. Subsequently, three thematic sections – “Student Background”, “Outcomes of Education Beyond Achievement”, and “Learning in Schools” – each present a series of chapters that provide the conceptual background for a wide range of important topics in education research, policy, and practice. Each chapter defines a conceptual framework that relates recent findings in the educational effectiveness research literature to current issues in education policy and practice. These frameworks were used to develop interesting and relevant indicators that may be used for meaningful reporting from international assessments, other cross-cultural research, or national studies. Using the example of one particular survey (the Programme for International Student Assessment (PISA 2015)), this volume links all theoretical considerations to fully developed questionnaire material that was field trailed and evaluated in questionnaires for students and their parents as well as teachers and principals in their schools. The primary purposes of this book are to inform readers about how education effectiveness research and international large-scale assessments are already interacting to inform research and policymaking; to identify areas where a closer collaboration of both fields or input from other areas could further improve this work; to provide sound theoretical frameworks for future work in both fields; and finally to relate these theoretical debates to currently available and evaluated material for future context assessments.

This book addresses challenges in the theoretically and empirically adequate assessment of competencies in educational settings. It presents the scientific projects of the priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes,” which focused on competence assessment across disciplines in Germany.The six-year program coordinated 30 research projects involving experts from the fields of psychology, educational science, and subject-specific didactics. The main reference point for all projects is the concept of “competencies,” which are defined as “context-specific cognitive dispositions that are acquired and needed to successfully cope with certain situations or tasks in specific domains” (Koeppen et al., 2008, p. 62). The projects investigate different aspects of competence assessment: The primary focus lies on the development of cognitive models of competencies, complemented by the construction of psychometric models based on these theoretical models. In turn, the psychometric models constitute the basis for the construction of instruments for effectively measuring competencies.The assessment of competencies plays a key role in optimizing educational processes and improving the effectiveness of educational systems. This book contributes to this challenging endeavor by meeting the need for more integrative, interdisciplinary research on the structure, levels, and development of competencies.

This book summarizes the international evidence on methodological issues in standard setting in education. By critically discussing the standard-setting practices implemented in the Nordic countries and by presenting new methodological approaches, it offers fresh perspectives on the current research. Standard setting targets crucial societal objectives by defining educational benchmarks at different achievement levels, and provides feedback to policy makers, schools and teachers about the strengths and weaknesses of a school system. Given that the consequences of standard setting can be dramatic, the quality of standard setting is a prime concern. If it fails, repercussions can be expected in terms of arbitrary evaluations of educational policy, wrong turns in school or teacher development or misplacement of individual students. Standard setting therefore needs to be accurate, reliable, valid, useful, and defensible.  However, specific evidence on the benefits and limits of different approaches to standard setting is rare and scattered, and there is a particular lack with respect to standard setting in the Nordic countries, where the number of national tests is increasing and there are concerns about the time and effort spent on testing at schools without feedback being provided. Addressing this gap, the book offers a discussion on standard setting by respected experts as well as profound and innovative insights into fundamental aspects of standard setting including conclusions for future methodological and policy-related research.

The book covers traditional equating methods including, mean and linear equating, frequency estimation equating and chain equating, as well as modern equating methods such as kernel equating, local equating and combinations of these.

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This book offers a comprehensive overview of current, innovative approaches to assessing generic and domain-specific learning outcomes in higher education at both national and international levels.

This edited volume provides a platform for experts from various fields to introduce and discuss their different perspectives on the topic of teamwork and collaborative problem solving.

This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend.

This volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries.

This book addresses challenges in the theoretically and empirically adequate assessment of competencies in educational settings. It presents the scientific projects of the priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes,” which focused on competence assessment across disciplines in Germany.The six-year program coordinated 30 research projects involving experts from the fields of psychology, educational science, and subject-specific didactics. The main reference point for all projects is the concept of “competencies,” which are defined as “context-specific cognitive dispositions that are acquired and needed to successfully cope with certain situations or tasks in specific domains” (Koeppen et al., 2008, p. 62). The projects investigate different aspects of competence assessment: The primary focus lies on the development of cognitive models of competencies, complemented by the construction of psychometric models based on these theoretical models. In turn, the psychometric models constitute the basis for the construction of instruments for effectively measuring competencies.The assessment of competencies plays a key role in optimizing educational processes and improving the effectiveness of educational systems. This book contributes to this challenging endeavor by meeting the need for more integrative, interdisciplinary research on the structure, levels, and development of competencies.

This book summarizes the international evidence on methodological issues in standard setting in education. By critically discussing the standard-setting practices implemented in the Nordic countries and by presenting new methodological approaches, it offers fresh perspectives on the current research. Standard setting targets crucial societal objectives by defining educational benchmarks at different achievement levels, and provides feedback to policy makers, schools and teachers about the strengths and weaknesses of a school system. Given that the consequences of standard setting can be dramatic, the quality of standard setting is a prime concern. If it fails, repercussions can be expected in terms of arbitrary evaluations of educational policy, wrong turns in school or teacher development or misplacement of individual students. Standard setting therefore needs to be accurate, reliable, valid, useful, and defensible.  However, specific evidence on the benefits and limits of different approaches to standard setting is rare and scattered, and there is a particular lack with respect to standard setting in the Nordic countries, where the number of national tests is increasing and there are concerns about the time and effort spent on testing at schools without feedback being provided. Addressing this gap, the book offers a discussion on standard setting by respected experts as well as profound and innovative insights into fundamental aspects of standard setting including conclusions for future methodological and policy-related research.

The book covers traditional equating methods including, mean and linear equating, frequency estimation equating and chain equating, as well as modern equating methods such as kernel equating, local equating and combinations of these.