TY - BOOK ID - 21605329 TI - Educational Measurement for Applied Researchers : Theory into Practice AU - Wu, Margaret. AU - Tam, Hak Ping. AU - Jen, Tsung-Hau. PY - 2016 SN - 9811033021 9811033005 PB - Singapore : Springer Singapore : Imprint: Springer, DB - UniCat KW - Education KW - Educational evaluation. KW - Research KW - Methodology. KW - Educational assessment KW - Educational program evaluation KW - Evaluation research in education KW - Instructional systems analysis KW - Program evaluation in education KW - Self-evaluation in education KW - Evaluation KW - Mathematical statistics. KW - Statistics. KW - Educational tests and measuremen. KW - Computer software. KW - Statistical Theory and Methods. KW - Statistics for Social Sciences, Humanities, Law. KW - Assessment, Testing and Evaluation. KW - Mathematics in the Humanities and Social Sciences. KW - Mathematical Software. KW - Statistical analysis KW - Statistical data KW - Statistical methods KW - Statistical science KW - Mathematics KW - Econometrics KW - Software, Computer KW - Computer systems KW - Statistical inference KW - Statistics, Mathematical KW - Statistics KW - Probabilities KW - Sampling (Statistics) KW - Statistics . KW - Assessment. KW - Mathematics. KW - Social sciences. KW - Behavioral sciences KW - Human sciences KW - Sciences, Social KW - Social science KW - Social studies KW - Civilization KW - Math KW - Science UR - https://www.unicat.be/uniCat?func=search&query=sysid:21605329 AB - This book is a valuable read for a diverse group of researchers and practitioners who analyze assessment data and construct test instruments. It focuses on the use of classical test theory (CTT) and item response theory (IRT), which are often required in the fields of psychology (e.g. for measuring psychological traits), health (e.g. for measuring the severity of disorders), and education (e.g. for measuring student performance), and makes these analytical tools accessible to a broader audience. Having taught assessment subjects to students from diverse backgrounds for a number of years, the three authors have a wealth of experience in presenting educational measurement topics, in-depth concepts and applications in an accessible format. As such, the book addresses the needs of readers who use CTT and IRT in their work but do not necessarily have an extensive mathematical background. The book also sheds light on common misconceptions in applying measurement models, and presents an integrated approach to different measurement methods, such as contrasting CTT with IRT and multidimensional IRT models with unidimensional IRT models. Wherever possible, comparisons between models are explicitly made. In addition, the book discusses concepts for test equating and differential item functioning, as well as Bayesian IRT models and plausible values using simple examples. This book can serve as a textbook for introductory courses on educational measurement, as supplementary reading for advanced courses, or as a valuable reference guide for researchers interested in analyzing student assessment data. ER -