A Conditional Joint Modeling Approach for Locally Dependent Item Responses and Response Times.
- Published in:
- Journal of Educational Measurement, 2015, v. 52, n. 1, p. 1, doi. 10.1111/jedm.12060
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- Publication type:
- Article
Works matching DE "EXAMINATION item response theory (Education)"
Results: 11
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Assessment of Differential Item Functioning Under Cognitive Diagnosis Models: The DINA Model Example.
- Published in:
- Journal of Educational Measurement, 2015, v. 52, n. 1, p. 28, doi. 10.1111/jedm.12061
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- Publication type:
- Article
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A Comparison of IRT Proficiency Estimation Methods Under Adaptive Multistage Testing.
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- Journal of Educational Measurement, 2015, v. 52, n. 1, p. 70, doi. 10.1111/jedm.12063
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- Article
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Assessing Individual-Level Impact of Interruptions During Online Testing.
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- Journal of Educational Measurement, 2015, v. 52, n. 1, p. 80, doi. 10.1111/jedm.12064
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- Publication type:
- Article
5
Asymptotic Standard Errors for Item Response Theory True Score Equating of Polytomous Items.
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- Journal of Educational Measurement, 2015, v. 52, n. 1, p. 106, doi. 10.1111/jedm.12065
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- Publication type:
- Article
6
A General Linear Method for Equating With Small Samples.
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- Journal of Educational Measurement, 2015, v. 52, n. 1, p. 55, doi. 10.1111/jedm.12062
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- Publication type:
- Article
7
Changes in Rapid-Guessing Behavior Over a Series of Assessments.
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- Educational Assessment, 2007, v. 12, n. 1, p. 23, doi. 10.1207/s15326977ea1201_2
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- Article
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Problems in estimating composite reliability of ‘unitised’ assessments.
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- Research Papers in Education, 2013, v. 28, n. 1, p. 43, doi. 10.1080/02671522.2012.754226
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- Article
9
Classification accuracy in Key Stage 2 National Curriculum tests in England.
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- Research Papers in Education, 2013, v. 28, n. 1, p. 22, doi. 10.1080/02671522.2012.754225
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- Article
10
Test theories, educational priorities and reliability of public examinations in England.
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- Research Papers in Education, 2013, v. 28, n. 1, p. 5, doi. 10.1080/02671522.2012.754224
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- Article
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Digital ITEMS Module 1: Reliability in Classical Test Theory.
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- Educational Measurement: Issues & Practice, 2018, v. 37, n. 2, p. 71, doi. 10.1111/emip.12209
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- Publication type:
- Article