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Direct linkGoldstein, Harvey – British Educational Research Journal, 2015
A response is made to a paper that urges the use of the Rasch model for educational assessment. This paper argues that the model is inadequate and that claims for its efficacy are exaggerated and technically weak.
Descriptors: Reader Response, Item Response Theory, Educational Assessment, Evaluation Methods
Download full textWilloughby, Michael T. – Grantee Submission, 2014
The focus article (Willoughby et al., 2014) (1) introduced the distinction between formative and reflective measurement and (2) proposed that performance-based executive function tasks may be better conceptualized from the perspective of formative rather than reflective measurement. This proposal stands in sharp contrast to conventional…
Descriptors: Executive Function, Formative Evaluation, Cognitive Measurement, Factor Analysis
Peer reviewedHumphreys, Lloyd G.; Drasgow, Fritz – Applied Psychological Measurement, 1989
Issues arising from difference scores with zero reliability that nevertheless allow a powerful test of change are discussed. Issues include the appropriateness of underlying statistical models for psychological data and the relationship between difference scores and power. Increases in reliability always increase power for a fixed effect size.…
Descriptors: Goodness of Fit, Mathematical Models, Power (Statistics), Psychometrics
