Performance Modeling That Integrates Latent Trait and Class Theory1

Gitomer, ew H.; Yamamoto, Kentaro

doi:10.1002/j.2333-8504.1991.tb01367.x

Cited by 1 publication

(2 citation statements)

References 18 publications

(16 reference statements)

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“…Finally, of note were studies that placed DIF into model-based frameworks. The use of mixture models (Gitomer and Yamamoto 1991;Mislevy and Verhelst 1990;Yamamoto and Everson 1997), for example, illustrated how to relax invariance assumptions and test DIF in generalized versions of item response models.…”

Section: Psychometric and Statistical Methodologymentioning

confidence: 99%

“…Among these developments were the generalized partial credit model (Muraki 1992), extensions of mixture IRT models Gitomer and Yamamoto 1991;Yamamoto and Everson 1997), and models that were foundational for subsequent generalized modeling frameworks. Several chapters in the edited volume Test Theory for a New Generation of Tests (Frederiksen et al 1993) described developments around these extended IRT models.…”

Section: Psychometric and Statistical Methodologymentioning

confidence: 99%

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Advancing Human Assessment: A Synthesis Over Seven Decades

Bennett

Davier

2017

Methodology of Educational Measurement and Assessment

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This book has documented the history of ETS's contributions to educational research and policy analysis, psychology, and psychometrics. We close the volume with a brief synthesis in which we try to make more general meaning from the diverse directions that characterized almost 70 years of work.Synthesizing the breadth and depth of the topics covered over that time period is not simple. One way to view the work is across time. Many of the book's chapters presented chronologies, allowing the reader to follow the path of a research stream over the years. Less evident from these separate chronologies was the extent to which multiple streams of work not only coexisted but sometimes interacted.From its inception, ETS was rooted in Henry Chauncey's vision of describing individuals through broad assessment of their capabilities, helping them to grow and society to benefit (Elliot 2014). Chauncey's conception of broad assessment of capability required a diverse research agenda.Following that vision, his research managers assembled an enormous range of staff expertise. Only through the assemblage of such expertise could one bring diverse perspectives and frameworks from many fields to a problem, leading to novel solutions.In the following sections, we summarize some of the key research streams evident in different time periods, where each period corresponds to roughly a decade. Whereas the segmentation of these time periods is arbitrary, it does give a general This work was conducted while M. von Davier was employed with Educational Testing Service.

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Section: Psychometric and Statistical Methodologymentioning

confidence: 99%