A Technique for Setting Standards and Maintaining Them over Time

Wilson, Mark; Draney, Karen

doi:10.1007/978-4-431-65955-6_35

Cited by 32 publications

(13 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Figure 2 depicts a Wright map of both the items and the respondents on the logit scale of climate change worry [ 78 , 88 ]. The items and their response categories have been indicated on the right-hand side of the figure in order of increasing climate change worry (i.e., item difficulty).…”

Section: Study 1: Factor Analysis and Rasch Modelmentioning

confidence: 99%

Psychometric Properties of the Climate Change Worry Scale

Stewart

2021

IJERPH

136

View full text Add to dashboard Cite

Climate change worry involves primarily verbal-linguistic thoughts about the changes that may occur in the climate system and the possible effects of these changes. Such worry is one of several possible psychological responses (e.g., fear, anxiety, depression, and trauma) to climate change. Within this article, the psychometric development of the ten-item Climate Change Worry Scale (CCWS) is detailed in three studies. The scale was developed to assess proximal worry about climate change rather than social or global impacts. Study 1 provided evidence that the CCWS items were internally consistent, constituted a single factor, and that the facture structure of the items was invariant for men and women. The results from Study 1 also indicated a good fit with a Rasch model of the items. Study 2 affirmed the internal consistency of the CCWS items and indicated that peoples’ responses to the measure were temporally stable over a two-week test–retest interval (r = 0.91). Study 3 provided support for the convergent and divergent validity of the CCWS through its pattern of correlations with several established clinical and weather-related measures. The limitations of the studies and the possible uses of the CCWS were discussed. The current work represents a starting point.

show abstract

Section: Study 1: Factor Analysis and Rasch Modelmentioning

confidence: 99%

Psychometric Properties of the Climate Change Worry Scale

Stewart

2021

IJERPH

136

View full text Add to dashboard Cite

show abstract

“…Scoring zones, or "criterion" zones, were established using the threshold estimates. A criterion zone is a range of logit values that encompasses a level of the framework (Draney et al, 1996;Wilson & Draney, 2002). Cut scores between levels, called here "composite thresholds," were calculated as the mean of the Thurstonian threshold scores for a given threshold, that is, with all 0-1 thresholds averaged across items to determine the 0 to 1− cutpoint, all 1− to 1 thresholds averaged across items to determine the 1− to 1 cutpoint and so forth.…”

Section: Resultsmentioning

confidence: 99%

Mapping student understanding in chemistry: The Perspectives of Chemists

et al. 2008

Self Cite

View full text Add to dashboard Cite

ABSTRACT:Preliminary pilot studies and a field study show how a generalizable conceptual framework calibrated with item response modeling can be used to describe the development of student conceptual understanding in chemistry. ChemQuery is an assessment system that uses a framework of the key ideas in the discipline, called the Perspectives of Chemists, and criterion-referenced analysis using item response models (item response theory (IRT)) to map student progress. It includes assessment questions, a scoring rubric, item exemplars, and a framework to describe the paths of student understanding that emerge.

show abstract

“…All results discussed in this section are in reference to Figure —the Rasch variable map of the SACS. A variable map, also called a Wright map named after Benjamin Wright (Wilson & Draney, ), graphically illustrates the conjoint ruler of the construct of interest by depicting the distribution of items on the right‐hand side of the map and the distribution of people on the left‐hand side. Items are arranged by difficulty from items that are easiest to agree with at the bottom of the ruler and more difficult items to agree with at the top of the ruler.…”

Section: Methodsmentioning

confidence: 99%

Using Rasch Measurement for the Development and Use of Affective Assessments in Science Education Research

Sondergeld

Johnson

2014

Sci. Ed.

View full text Add to dashboard Cite

With the demand for quality quantitative instruments in the field of science education rising, additional measures of currently unassessed affective variables need to be constructed. In this study, we discuss the survey creation and evaluation process of the STEM Awareness Community Survey (SACS) through an application of Liu's (2010) framework for developing and using new affective instruments in science education. Liu's (2010) survey development framework uses Rasch measurement methods in survey evaluation to ensure a psychometrically sound measure is created. In surveying K-12 teachers, community business members, and higher education faculty through two iterative pilot studies, a unidimensional construct of STEM awareness and support was empirically established after misfitting items were removed and scale modifications were made. Further instructions on how to use results produced from the SACS are provided, so that even those with no or limited knowledge of Rasch analysis could use the instrument and interpret their findings with respect to the construct of STEM awareness and support. C 2014 Wiley Periodicals, Inc. Sci Ed 98:581-

show abstract

A Technique for Setting Standards and Maintaining Them over Time

Cited by 32 publications

References 2 publications

Psychometric Properties of the Climate Change Worry Scale

Psychometric Properties of the Climate Change Worry Scale

Mapping student understanding in chemistry: The Perspectives of Chemists

Using Rasch Measurement for the Development and Use of Affective Assessments in Science Education Research

Contact Info

Product

Resources

About