The measurement of individual change has been an important topic in both education and psychology. For instance, teachers are interested in whether students have significantly improved (e.g., learned).

The measurement of individual change has been an important topic in both education and psychology. For instance, teachers are interested in whether students have significantly improved (e.g., learned).

The Test of Relational Reasoning (TORR) was designed to tap 4 forms of relational reasoning (i.e., analogy, anomaly, antinomy, and antithesis). In this investigation, the TORR was calibrated and.

In practice, it is wise to use empirical evidence to determine anchors, such as iterative linking methods (Candell & Drasgow, 1988; S.-H. Kim & Cohen, 1992; Park & Lautenschlager, 1990), and several.

Type I error rates have been close to the nominal level for 2PL, three-parameter logistic (3PL), and graded models (Ankenmann, Witt, & Dunbar, 1999;Cohen, Kim, & Wollack, 1996; Kim & Cohen, 1998;.

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In Ramsay curve item response theory (RC-IRT) modeling, the shape of the latent trait distribution is estimated simultaneously with the item parameters. In its original implementation, RC-IRT is.

The Test of Relational Reasoning (TORR) was designed to tap 4 forms of relational reasoning (i.e., analogy, anomaly, antinomy, and antithesis). In this investigation, the TORR was calibrated and.

In Ramsay curve item response theory (RC-IRT) modeling, the shape of the latent trait distribution is estimated simultaneously with the item parameters. In its original implementation, RC-IRT is.

The sensitivity of marginal maximum likelihood es timation of item and ability (θ) parameters was ex amined when the prior θ distributions are not matched to the underlying θ distributions. Thirty.

The sensitivity of marginal maximum likelihood es timation of item and ability (θ) parameters was ex amined when the prior θ distributions are not matched to the underlying θ distributions. Thirty.

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Modern approaches to measuring cognitive ability and testing knowledge frequently use multiple-choice items. These can be simply and rapidly scored without problems associated with rater subjectivity.

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Type I error rates have been close to the nominal level for 2PL, three-parameter logistic (3PL), and graded models (Ankenmann, Witt, & Dunbar, 1999;Cohen, Kim, & Wollack, 1996; Kim & Cohen, 1998;.

Modern approaches to measuring cognitive ability and testing knowledge frequently use multiple-choice items. These can be simply and rapidly scored without problems associated with rater subjectivity.

In practice, it is wise to use empirical evidence to determine anchors, such as iterative linking methods (Candell & Drasgow, 1988; S.-H. Kim & Cohen, 1992; Park & Lautenschlager, 1990), and several.