Abstract
One direct route to examining the strengths and weaknesses of alternative models of measurement is to watch them in actual head-to-head competition. In truth, we are not looking for a single winner but rather for a demonstration of how each model might address the several problems inherent in a relatively large-scale investigation of student performance. Towards this end we searched for a well-documented achievement test dataset with a substantive sample size, to which, either as a whole or in part, we could apply the S-P, Rasch, 3-parameter and Generalizability analyses. The task in this chapter is to explain, briefly, the outcomes and interpretations generated by each model.
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References
Andersen, E.B. (1973). Conditional inference for multiple choice questionnaires. British Journal of Mathematical and Statistical Psychology, 26, 31–44.
Thorndike, R.L. (1973). Reading comprehension education in fifteen countries: An empirical study. New York: Wiley.
Wolf, R.M. (1977). Achievement in America. New York, Teachers College Press.
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© 1987 Kluwer Academic Publishers
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McArthur, D.L. (1987). Analysis of Reading Comprehension Data. In: McArthur, D.L. (eds) Alternative Approaches to the Assessment of Achievement. Evaluation in Education and Human Services, vol 16. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-3257-9_8
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DOI: https://doi.org/10.1007/978-94-009-3257-9_8
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-7961-7
Online ISBN: 978-94-009-3257-9
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