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- Title
Assessing proxies of knowledge and difficulty with rubric‐based instruments.
- Authors
Smith, Ben O.; Wooten, Jadrian J.
- Abstract
The fields of psychometrics, economic education, and education have developed statistically‐valid methods of assessing knowledge and learning. These methods include item response theory, value‐added learning models, and disaggregated learning. These methods, however, focus on multiple‐choice or single response assessments. Faculty and administrators routinely assess knowledge through papers, thesis presentations, or other demonstrations of knowledge assessed with rubric rows. This paper presents a statistical approach to estimating a proxy for student ability and rubric row difficulty. Moreover, we have developed software so that practitioners can more easily apply this method to their instruments. This approach can be used in researching education treatment effects, practitioners measuring learning outcomes in their own classrooms, or estimating knowledge for administrative assessment. As an example, we have applied these new methods to projects in a large Labor Economics course at a public university.
- Subjects
ITEM response theory; SCORING rubrics; VALUE-added assessment (Education); ECONOMICS education; EDUCATIONAL outcomes; PSYCHOMETRICS; LABOR economics
- Publication
Southern Economic Journal, 2023, Vol 90, Issue 2, p510
- ISSN
0038-4038
- Publication type
Article
- DOI
10.1002/soej.12658