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319
Comparing the aberrant response detection performance of thirty-six person-fit statistics
- Applied Measurement in Education
, 2003
"... The accurate measurement of examinee test performance is critical to educational decision-making, and inaccurate measurement can lead to negative consequences for examinees. Person-fit statistics are important in a psychometric analysis for de-tecting examinees with aberrant response patterns that l ..."
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The accurate measurement of examinee test performance is critical to educational decision-making, and inaccurate measurement can lead to negative consequences for examinees. Person-fit statistics are important in a psychometric analysis for de-tecting examinees with aberrant response patterns that lead to inaccurate measure-ment. Unfortunately, although a large number of person-fit statistics is available, there is little consensus as to which ones are most useful. The purpose of this study was to compare 36 person-fit indices, under different testing conditions, to obtain a better consensus as to their relative merits. The results of these comparisons, and their implications, are discussed. Sound decisions in educational settings hinge largely on accurate measurement of student characteristics. Such measurements can help identify those individuals who are qualified enough to enter a particular school, or receive a particular edu-cational degree. Also, these measurements can be used to monitor students ’ learn-ing progress. This may, for example, enable educators to productively tailor their curriculum, or help policy makers decide on important educational issues. In contrast, the inaccurate measurement of test performance can lead to nega-tive consequences. On the one hand, spuriously high test scores can lead to un-qualified individuals being enrolled into an educational program (e.g., undergrad-uate, graduate, or professional), or being awarded an educational degree. On the other hand, qualified individuals with spuriously low test scores may be unfairly excluded from academic programs, or unfairly denied a degree. Furthermore, the inaccurate measurement of test performance undermines the assessment of stu-dents ’ learning progress, and curriculum planning efforts.
Developing Citizens: The Impact of Civic Learning Opportunities on Students’ Commitment to Civic Participation
- American Educational Research Journal
, 2008
"... This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students ’ commitments to civic participation. The study controls for demo-graphic factors, preexisting civic commitments, and academic test ..."
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This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students ’ commitments to civic participation. The study controls for demo-graphic factors, preexisting civic commitments, and academic test scores. Prior large-scale studies that found limited impact from school-based civic education often did not focus on the content and style of the curriculum and instruction. Discussing civic and political issues with one’s parents, extracurricular activi-ties other than sports, and living in a civically responsive neighborhood also appear to meaningfully support this goal. Other school characteristics appear less influential.
A stage is a stage is a stage: A direct comparison of two scoring systems
- Journal of Genetic Psychology
, 2003
"... ABSTRACT. L. Kohlberg (1969) argued that his moral stages captured a developmental sequence specific to the moral domain. To explore this contention, the author compared stage assignments obtained with the Standard Issue Scoring System (A. Colby & L. Kohlberg, 1987a, 1987b) and those obtained wi ..."
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ABSTRACT. L. Kohlberg (1969) argued that his moral stages captured a developmental sequence specific to the moral domain. To explore this contention, the author compared stage assignments obtained with the Standard Issue Scoring System (A. Colby & L. Kohlberg, 1987a, 1987b) and those obtained with a generalized content-independent stage-scoring system called the Hierarchical Complexity Scoring System (T. Dawson, 2002a), on 637 moral judgment interviews (participants ’ ages ranged from 5 to 86 years). The cor-relation between stage scores produced with the 2 systems was.88. Although standard issue scoring and hierarchical complexity scoring often awarded different scores up to Kohlberg’s Moral Stage 2/3, from his Moral Stage 3 onward, scores awarded with the two systems predominantly agreed. The author explores the implications for developmental research. Key words: cognitive development, developmental assessment, developmental stages, life-span development, moral development I EXPLORED KOHLBERG’S contention that moral stages represent a unique cognitive structure, along with broader questions about the nature of develop-ment, by comparing the functioning of two developmental stage-scoring sys-tems—Kohlberg’s domain-specific Standard Issue Scoring System (Colby & Kohlberg, 1987b), and the domain-general Hierarchical Complexity Scoring Sys-tem (Dawson, 2002a). Developmental stages, also referred to in this article as orders of hierarchi-cal complexity (complexity orders), are conceived of as a series of hierarchical integrations of knowledge structures. Most developmental stage theories use the notion of hierarchical complexity. In the Piagetian model (Piaget, 1977), for The author thanks the Murray Research Center, Cheryl Armon, Marvin Berkowitz, and Larry Walker for the use of their moral judgment interview data. This project was funded by a grant from the Spencer Foundation. The data presented, the statements made, and the views expressed are the responsibility solely of the author.
The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills
, 2006
"... This article describes the formulation and execution of the Rainbow Project, Phase I, funded by the College Board. Past data suggest that the SAT is a good predictor of performance in college. But in terms of the amount of variance explained by the SAT, there is room for improvement, as there would ..."
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This article describes the formulation and execution of the Rainbow Project, Phase I, funded by the College Board. Past data suggest that the SAT is a good predictor of performance in college. But in terms of the amount of variance explained by the SAT, there is room for improvement, as there would be for virtually any single test battery. Phase I of the Rainbow Project, described here, uses Sternberg's triarchic theory of successful intelligence as a basis to provide a supplementary assessment of analytical skills, as well as tests of practical and creative skills, to augment the SAT in predicting college performance. This assessment is delivered through a modification of the Sternberg Triarchic Abilities Test (STAT) and the development of new assessment devices. Results from Phase I of the Rainbow Project support the construct validity of the theory of successful intelligence and suggest its potential for use in college admissions as an enhancement to the SAT. In particular, the results indicated that the triarchically based Rainbow measures enhanced predictive validity for college GPA relative to high school grade point average (GPA) and the SAT and also reduced ethnic group differences. The data suggest that measures such as these potentially could increase diversity and equity in the admissions process.
On the form and function of forgiving: modeling the timeforgiveness relationship and testing the valuable relationships hypothesis
- Emotion
, 2010
"... In two studies, the authors sought to identify the mathematical function underlying the temporal course of forgiveness. A logarithmic model outperformed linear, exponential, power, hyperbolic, and exponential-power models. The logarithmic function implies a psychological process yielding diminish-in ..."
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In two studies, the authors sought to identify the mathematical function underlying the temporal course of forgiveness. A logarithmic model outperformed linear, exponential, power, hyperbolic, and exponential-power models. The logarithmic function implies a psychological process yielding diminish-ing returns, corresponds to the Weber-Fechner law, and is functionally similar to the power law underlying the psychophysical function (Stevens, 1971) and the forgetting function (Wixted & Ebbesen, 1997). By 3 months after their transgressions, the typical participant’s forgiveness had increased by two log-odds units. Individual differences in rates of change were correlated with robust predictors of forgiveness. Consistent with evolutionary theorizing (McCullough, 2008), Study 2 revealed that forgive-ness was uniquely associated with participants ’ perceptions that their relationships with their offenders retained value.
Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet Rasch analysis
- Language Assessment Quarterly
, 2005
"... I studied rater effects in the writing and speaking sections of the Test of German as a Foreign Language (TestDaF). Building on the many-facet Rasch measurement meth-odology, the focus was on rater main effects as well as 2- and 3-way interactions be-tween raters and the other facets involved, that ..."
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I studied rater effects in the writing and speaking sections of the Test of German as a Foreign Language (TestDaF). Building on the many-facet Rasch measurement meth-odology, the focus was on rater main effects as well as 2- and 3-way interactions be-tween raters and the other facets involved, that is, examinees, rating criteria (in the writing section), and tasks (in the speaking section). Another goal was to investigate differential rater functioning related to examinee gender. Results showed that raters (a) differed strongly in the severity with which they rated examinees; (b) were fairly consistent in their overall ratings; (c) were substantially less consistent in relation to rating criteria (or speaking tasks, respectively) than in relation to examinees; and (d) as a group, were not subject to gender bias. These findings have implications for con-trolling and assuring the psychometric quality of the TestDaF rater-mediated assess-ment system. Rater effects such as severity or leniency, halo, or central tendency are commonly viewed as a source of method variance, that is, as a source of systematic variance in observed ratings that is associated with the raters and not with the ratees (Cron-
A twin-family study of general IQ
- Learning and Individual Differences
, 2008
"... This article was published in an Elsevier journal. The attached copy is furnished to the author for non-commercial research and education use, including for instruction at the author’s institution, sharing with colleagues and providing to institution administration. Other uses, including reproductio ..."
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This article was published in an Elsevier journal. The attached copy is furnished to the author for non-commercial research and education use, including for instruction at the author’s institution, sharing with colleagues and providing to institution administration. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright Author's personal copy Available online at www.sciencedirect.com
WHERE DOES GENDER FIT IN THE MEASUREMENT OF SELF-CONTROL?
, 2010
"... The online version of this article can be found at: DOI: 10.1177/0093854810369082 ..."
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The online version of this article can be found at: DOI: 10.1177/0093854810369082
Using Rasch scaled stage scores to validate orders of hierarchical complexity of balance beam task sequences
- In Rasch measurement: Advanced and specialized
, 2007
"... These studies examine the relationship between the analytic basis underlying the hierarchies produced by the Model of Hierarchical Complexity and the probabilistic Rasch scales that places both partici-pants and problems along a single hierarchically ordered dimension. A Rasch analysis was performed ..."
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These studies examine the relationship between the analytic basis underlying the hierarchies produced by the Model of Hierarchical Complexity and the probabilistic Rasch scales that places both partici-pants and problems along a single hierarchically ordered dimension. A Rasch analysis was performed on data from the balance-beam task series. This yielded scaled stage of performance for each of the items. The items formed a series of clusters along this same dimension, according to their order of hierarchical complexity. We sought to ascertain whether there was a significant relationship between the order of hierarchical complexity (a task property variable) of the tasks and the corresponding Rasch scaled difficulty of those same items (a performance variable). It was found that The Model of Hierarchical Complexity was highly accurate in predicting the Rasch Stage scores of the performed tasks, therefore providing an analytic and developmental basis for the Rasch scaled stages.
