A multidimensional Rasch-type item response model, the random coefficients multinomial logit is presented as an extension to Adams & Wilson (1996) model. The model developed in a form that permits generalization case of wide class Rasch models, including simple logistic Masters' partial credit Wilson's ordered partition and Fischer's linear Moreover, includes several existing models special cases, Whitely's multicomponent latent trait Andersen's for repeated testing, Embretson's learning...

The goal of environmental education is ultimately to enable a person strive for and attain more ecological way life. In this article, we begin by distinguishing three forms knowledge go on predict that people’s attitude toward nature represents the force drives their behavioral engagement. Based data from 1,907 students, calibrated previously established instruments measure behavior, knowledge, with Rasch-type models. Using path modeling, corroborated our theoretically anticipated competence...

Abstract This article describes some of the underlying conceptualizations that have gone into work BEAR Center in development learning progressions. The core all these developments has been construct map, which is first building block Assessment System (BAS). After introducing concept a progression, summarizes elements BAS, emphasizing central map. then series several different ways to see relationship between idea map and progression (which I call “assessment structure”), also gives...

Abstract In this article, we describe the principles that guided creation and implementation of a system embedded assessments-the so-called BEAR (Berkeley Evaluation Assessment Research) System. The assessment was developed in context specific curriculum issues-oriented science for middle grades but is designed generically to address those principles. builds on methodological advances alternative techniques attempts salient issues integration into classroom teaching learning context. 4 are...

In this article we describe the development, analysis, and interpretation of a novel item format call Ordered Multiple-Choice (OMC). A unique feature OMC items is that they are linked to model student cognitive development for construct being measured. Each possible answer choices in an developmental levels understanding, facilitating diagnostic responses. seek provide greater utility than typical multiple-choice items, while retaining their efficiency advantages. On one hand, sets...

In this article we show how certain analytic problems that arise when one attempts to use latent variables as outcomes in regression analyses can be addressed by taking a multilevel perspective on item response modeling. Under multilevel, or hierarchical, cast the model within-student and student population distribution between-student model. Taking leads naturally an extension of include range student-level variables, it invites possibility further extending models additional levels so...

The Rasch testlet model for both dichotomous and polytomous items in testlet-based tests is proposed. It can be viewed as a special case of the multidimensional random coefficients multinomial logit (MRCMLM). Therefore, estimation procedures MRCMLM directly applied. Simulations were conducted to examine parameter recovery under partial-credit model. Results indicated that item person parameters well effects could recovered very accurately all simulated conditions. As sample sizes increased,...

In 2003, the Harvard Educational Review published a controversial article by Roy Freedle that claimed bias against African American students in SAT college admissions test. Freedle's work stimulated national media attention and faced an onslaught of criticism from experts at Testing Service (ETS), agency responsible for development SAT. this article, Maria Veronica Santelices Mark Wilson take debate one step further with new research exploring differential item functioning By replicating...

The overall aim of this article is to analyze the relationships between roles assessment in pedagogy, interactions curriculum and study pupils' progression learning. It argued that well-grounded evidence progressions learning crucial work teachers, so a method needed which will enable production such relation strategy any teacher. argument starts by proposing rationale for understanding central assessments pedagogy particular their use formative summative purposes. This then related more...